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2017 English Standards of Learning Curriculum Framework

 Copyright © 2017
by the
Virginia Department of Education
P.O. Box 2120
Richmond, Virginia 23218-2120
http://www.doe.virginia.gov

All rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Virginia is permitted.

Superintendent of Public Instruction

Steven R. Staples, EdD

Chief Academic Officer/Assistant Superintendent for Instruction

Steven M. Constantino, EdD

Office of Humanities and Early Childhood

Christine A. Harris, PhD, Director
Tracy Fair Robertson, English Coordinator
Crystal Page Midlik, Elementary English/Reading Specialist
Denise Bunker Fehrenbach, English Specialist
Jill Holt Nogueras, English/History Specialist

Statement of Non-Discrimination
The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, sexual
orientation, gender identity, age, political affiliation, or against otherwise qualified persons with disabilities. The policy permits
appropriate employment preferences for veterans and specifically prohibits discrimination against veterans.

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2017 English Standards of Learning Curriculum Framework
 2017 Virginia English Standards of Learning Curriculum Framework
Introduction
The 2017 English Standards of Learning Curriculum Framework is a companion document to the 2017 English Standards of
Learning and amplifies the English Standards of Learning by defining the content knowledge, skills, and understandings. The
Curriculum Framework is not meant to be an entire curriculum, but rather to provide additional guidance to school divisions and their
teachers as they develop their local programs of studies appropriate for their students. It assists teachers in their lesson planning by
identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use.
This supplemental framework delineates in greater specificity the content that all teachers should teach and all students should learn.
The concepts, skills, and content in English Language Arts spiral; teachers should note each grade level builds skills that carry to the
following grades. Each grade level within the English Curriculum Framework builds from kindergarten through grade 12, creating a
comprehensive instructional tool, which prepares students for success in future postsecondary education and the workplace. Teachers
should review the Curriculum Framework for the scope of learning in each of the strands in previous grades and in the grades to
follow.

The format of the Curriculum Framework facilitates teacher planning by identifying the key concepts, knowledge, and skills that
should be the focus of instruction for each standard. The Curriculum Framework is divided into two columns: Essential
Understandings; and Essential Knowledge, Skills and Processes (EKSP). The purpose of each column is explained below.

Overview of Standard and Teacher Notes

This section includes background information for teachers. It contains content that may extend teachers’ knowledge of each standard
beyond the current grade level. This section may also contain best practices, instructional strategies, and suggestions that will help
teachers plan lessons focusing on integrating the standard(s). Teacher Notes are found at the beginning of each strand in the English
Curriculum Framework.

Essential Understandings
This section delineates the key concepts and ideas that all students should grasp to demonstrate an understanding of the Standards of
Learning. These essential understandings are presented to facilitate teacher planning.

Essential Knowledge, Skills, and Processes

Standards are expanded in the EKSP column. This column outlines what students should know and be able to do in each standard.
This is not meant to be an exhaustive list, nor one that limits what is taught in the classroom. It is meant to identify the key knowledge,
skills, and processes that define the standard. The EKSP is not a one-to-one match of the Standards. If the standard is self-explanatory,

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2017 English Standards of Learning Curriculum Framework
there will be no additional explanation in this column. For example, the nonfiction reading strand requires students to identify the
main idea; there is not a corresponding entry in the EKSP column explaining how to identify a main idea.

The Curriculum Framework serves as a guide for English Standards of Learning assessment development. Assessment items may not
and should not be a verbatim reflection of the information presented in the Curriculum Framework. Students are expected to continue
to apply knowledge, skills, and processes from Standards of Learning presented in previous grades as they build expertise in English.

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2017 English Standards of Learning Curriculum Framework
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2017 English Standards of Learning Curriculum Framework
At the kindergarten level, students will develop their understanding of language and enhance their ability to communicate effectively. Emphasis will
be placed on having students build and use listening and speaking vocabularies through participation in oral language activities employing poems,
rhymes, songs, and stories. Students will learn rules for conversation, skills for participation in discussions, and strategies for working respectfully
with others. Teachers will encourage the development of interpersonal skills that are foundational to effective communication and collaboration.
These skills are essential for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should provide daily opportunities for student communication and participation in oral language activities in a variety of settings.
 Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the
intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, and movement).
K.1 The student will build oral communication skills.

a) Listen actively and speak using agreed-upon rules for discussion.

b) Express ideas in complete sentences and express needs through direct requests.
c) Initiate conversations.
d) Follow implicit rules for conversation, including taking turns and staying on topic.
e) Listen and speak in informal conversations with peers and adults.
f) Discuss various texts and topics collaboratively and with partners.
g) Use voice level, phrasing, and intonation appropriate for various language situations.
h) Follow one- and two-step directions.
i) Ask how and why questions to seek help, get information, or clarify information.
j) Work respectfully with others.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that communication  speak audibly in complete sentences, expressing thoughts, feelings, and ideas clearly
includes expressing needs, asking  participate in a range of collaborative discussions building on others’ ideas and clearly
questions, and sharing information expressing thoughts and opinions
 understand that conversation is  initiate conversations with peers and teachers in a variety of school settings
interactive  listen actively to others in a variety of formal and informal settings involving peers and
 understand that the setting influences adults
rules for communication.  wait for a turn to speak, allowing others to speak without unnecessary interruptions
 maintain conversation on topic through multiple exchanges
 match language to the purpose, situation, environment, and audience
 repeat and follow one- and two-step oral directions.
 K.2 The student will demonstrate growth in oral, early literacy skills.

a) Listen and respond to a variety of text and media.

b) Participate in a variety of oral language activities, including choral and echo speaking and recitation.
c) Tell stories orally.
d) Participate in creative dramatics.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that choral and echo  listen to texts read aloud and ask and answer questions for further understanding
speaking builds oral literacy skills  participate in choral and echo speaking and recitation of short poems, rhymes, songs, and
 understand that telling oral stories and stories with repeated patterns and refrains
participating in creative dramatics  use drama to retell familiar stories, rhymes, and poems
develops comprehension.  participate in creative dramatics, such as classroom songs, plays, skits, and group
activities.

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2017 English Standards of Learning Curriculum Framework: Kindergarten
 STRAND: READING

Kindergarten students will be immersed in a text-rich environment to develop phonological awareness, phonemic awareness, vocabulary,
comprehension, and an appreciation for reading. The exposure to fiction and nonfiction texts will enable students to develop an awareness of reading
materials as sources of information and enjoyment. Students will learn to identify and name the capital and lowercase letters of the alphabet,
understand that letters represent sounds, and identify initial and final consonant sounds in one-syllable words. Kindergarten students will expand
listening and speaking vocabularies. They will learn to comprehend and think creatively as they relate stories through drama, retelling, drawing, and
their own writing. Teachers will encourage the development of reading skills that are foundational to effective comprehension and critical thinking.
These skills are essential for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should teach the concepts of print, basic phonetic principles, comprehension of stories, and letter identification skills through
systematic, direct instruction; individual and small group activities; and time spent exploring and reading books and other print material.
 Please note there is not a specific list or number of sight words students must learn. To build a personal word bank, students will develop the
ability to read their own names and common high-frequency words in context.
 Teachers need to read texts aloud to model language and introduce students to new words, expand working vocabularies, and improve
comprehension.
 Please note that although the strands are developed separately, teachers should integrate all strands seamlessly.
o Teachers may integrate the strands through the use of thematic units..
o Teachers should have students write about what they have read.
 K.3 The student will orally identify, segment, and blend various phonemes to develop phonological and phonemic
awareness.

a) Begin to discriminate between spoken sentences, words, and syllables.

b) Identify and produce words that rhyme.
c) Blend and segment multisyllabic words at the syllable level.
d) Blend and segment one-syllable words into phonemes including onset and rime.
e) Identify words according to shared beginning and/or ending sounds.
f) Blend sounds to make one-syllable words.
g) Segment one-syllable words into individual phonemes.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that words are made up of  segment a word into individual syllables using strategies including, but not limited to,
small units of sound and that these clapping hands or snapping fingers
sounds can be blended to make a word  identify and discriminate between sentences, words, and syllables
 understand that words are made up of  identify a word that rhymes with a spoken word
syllables  supply a word that rhymes with a spoken word
 understand that a spoken sentence is  produce rhyming words and recognize pairs of rhyming words presented orally
made up of individual words.  generate rhyming words based on a given rhyming pattern, familiar nursery rhyme, or
predictable text
 blend and segment onsets and rimes of spoken words (e.g., /b/- /oat/ = boat, black =
/bl/- /ack/)
 blend and segment multisyllabic words into syllables (e.g., The teacher asks students to
say robot without the /ro-/ and students respond with /bot/.)
 blend individual phonemes to make one-syllable words (e.g., /sh/-/i/-/p/= ship)
 segment one-syllable words into individual phonemes (e.g., rat= /r/-/a/-/t/)
 recognize similarities and differences in beginning and ending sounds of words
 produce a word that has the same beginning or ending sound as a spoken word (e.g.,

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2017 English Standards of Learning Curriculum Framework: Kindergarten
 K.3 The student will orally identify, segment, and blend various phonemes to develop phonological and phonemic
awareness.

/sock/- /sun/ and /hot/- /rat/)

 identify pictures of objects whose names share the same beginning or ending sound
 sort pictures or objects whose names share the same beginning or ending sound.

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2017 English Standards of Learning Curriculum Framework: Kindergarten
 K.4 The student will understand how print is organized and read.

a) Hold print materials in the correct position.

b) Identify the front cover, back cover, and title page of a book.
c) Distinguish between print and pictures.
d) Follow words from left to right and from top to bottom on a printed page.
e) Match voice with print.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that all print materials in  hold printed material the correct way
English follow similar patterns  identify the front and back covers of a book
 understand that there is a one-to-one  distinguish the title page from all the other pages in a book
correspondence between the spoken  turn pages appropriately
and written word.  follow text with a finger, pointing to each word as it is read from left-to-right and top-to-
bottom
 locate lines of text, words, letters, and spaces
 match voice with print in syllables, words, and phrases
 locate and name periods, question marks, and exclamation points.

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2017 English Standards of Learning Curriculum Framework: Kindergarten
 K.5 The student will demonstrate an understanding that print conveys meaning.

a) Identify common signs and logos.

b) Explain that printed materials provide information.
c) Read and explain own writing and drawings.
d) Read his/her name and commonly used high-frequency words.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that print conveys  recognize and identify a variety of environmental print
meaning  recognize and read a selection of high-frequency and sight words from familiar text (Each
 recognize own writing as a form of student may know a different set of words.)
print.  recognize and identify their own first and last names.

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2017 English Standards of Learning Curriculum Framework: Kindergarten
 K.6 The student will develop an understanding of basic phonetic principles.

a) Identify and name the capital and lowercase letters of the alphabet.
b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.
c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one
syllable.
d) Identify initial consonant sounds in one-syllable words.
e) Identify final consonant sounds in one-syllable words.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that there is a one-to-one  recognize capital and lowercase letters in sequence and in random order and name them
correspondence between spoken and rapidly
written words  match capital and lowercase letter pairs
 understand that written words are  differentiate between vowels and consonants
composed of letters that represent  produce the sounds of consonants, short vowels, and initial consonant digraphs
specific sounds.  demonstrate concept of word by
o tracking familiar print from left to right and top to bottom
o matching spoken words to print, including words with more than one syllable
 write the letter or digraph that represents a spoken sound
 use basic knowledge of one-to-one letter-sound correspondences by producing sounds for
each consonant
 isolate initial consonants in single-syllable words (e.g., /t/ is the first sound in top)
 identify short sounds with common spellings for the five major vowels.

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2017 English Standards of Learning Curriculum Framework: Kindergarten
 K.7 The student will expand vocabulary and use of word meanings.

a) Discuss meanings of words.

b) Increase vocabulary by listening to a variety of texts read aloud.
c) Use vocabulary from other content areas.
d) Ask about words not understood.
e) Use number words.
f) Use nouns to identify and name people, places, and things.
g) Use adjectives to describe location, size, color, and shape.
h) Use verbs to identify actions.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that vocabulary is made  discuss meanings of specific words using synonyms and antonyms (e.g., This giraffe is
up of words and that words have tall. He can eat leaves on a tree. If he were short, he couldn’t reach his food.)
meaning  identify new meanings for familiar words and apply them accurately (e.g., knowing water
 understand that learning new words as a drink and learning the verb, as in water the flowers)
enhances communication  sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts
 understand that word choice makes the categories represent
communication clearer  use common adjectives to distinguish objects (e.g., the small red square; the shy white cat)
 understand that information can be (Students are not required to know the term adjective at this level.)
gained by asking about words not  ask and respond to questions about unknown words in a text
understood.  identify real-life connections between words and their use (e.g., places that are loud)
 use newly-learned words in literacy tasks
 use number words in conversations
 use words to describe or name people, places, feelings, and things
 use size, shape, color, and spatial words to describe people, places, and things
 use words to show direction and location (e.g., on, off, in, out, over, under, between, and
beside)

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2017 English Standards of Learning Curriculum Framework: Kindergarten
 K.7 The student will expand vocabulary and use of word meanings.

 recognize when they do not understand a word or phrase and seek clarification.

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2017 English Standards of Learning Curriculum Framework: Kindergarten
 K.8 The student will demonstrate comprehension of fictional texts.

a) Identify the role of an author and an illustrator.

b) Relate previous experiences to what is read.
c) Use pictures to make predictions.
d) Ask and answer questions about what is read.
e) Use story elements of characters, settings, and events to retell stories sequentially using beginning, middle, and end.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that fiction texts tell a  identify and explain the roles of the author and the illustrator of selected texts
story  make ongoing predictions based on illustrations and text
 understand that authors tell stories  describe the relationship between illustration and the story
through words and illustrators tell  link knowledge from own experiences to make sense of and talk about a text
stories with pictures.  give evidence that they understand the meaning of what is being read aloud, including
who, what, when, where, why, and how
 ask and respond to questions about the content of a book
 use vocabulary from a story in discussions and retellings
 retell a story in own words using the characters, settings, and events in the correct
sequence from beginning to end
 use words to sequence events (e.g., before, after, and next)
 demonstrate comprehension of text through drawings or a written response
 recognize various types of fiction texts (e.g., storybooks, poems).

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2017 English Standards of Learning Curriculum Framework: Kindergarten
 K.9 The student will demonstrate comprehension of nonfiction texts.

a) Use pictures to identify topic and make predictions.

b) Identify text features specific to the topic, such as titles, headings, and pictures.
c) Ask and answer questions about what is read.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that nonfiction texts  make ongoing predictions based on graphics and text
provide information  relate pictures and illustrations to the text in which they appear
 understand that text features serve a  identify the topic of a nonfiction selection
purpose.  ask and respond to questions about the content of a book
 discuss facts and information relevant to the topic.

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2017 English Standards of Learning Curriculum Framework: Kindergarten
 STRAND: WRITING

At the kindergarten level, students will begin to build a connection between oral and written language. Awareness that spoken language can be
written and written language can be read is a fundamental concept in communicating ideas. Students will learn to print the capital and lowercase
letters of the alphabet as well as their first and last names. Kindergarten writing reflects the students’ oral language, and students will communicate
their ideas through pictures and writing. Teachers will encourage the development of writing skills that are foundational to effective written
communication and critical thinking. These skills are essential for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should model the writing process for students.
 The focus of writing in kindergarten is narrative and descriptive.
 Teachers should model real-world writing experiences.
 Teachers should encourage students to write about what they know and what they experience.
 STRAND: WRITING

K.10 The student will print in manuscript.

a) Print capital and lowercase letters of the alphabet independently.

b) Print his/her first and last names.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that there are correct ways  use appropriate pencil grip
to write the manuscript letters of the  print capital and lowercase letters of the alphabet legibly and independently
alphabet  use manuscript letter formation
 understand that their written name  use manuscript number formation
provides identification  form the letters of their first and last names, spacing them correctly
 understand that printing properly  print first and last names, beginning each with a capital letter.
formed letters makes manuscript
writing legible.

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2017 English Standards of Learning Curriculum Framework: Kindergarten
 STRAND: WRITING

K.11 The student will write in a variety of forms to include narrative and descriptive.

a) Differentiate pictures from writing.

b) Use prewriting activities to generate ideas including drawing pictures.
c) Use letters to phonetically spell words that describe pictures or experiences.
d) Write left-to-right and top-to-bottom.
e) Compose simple sentences.
f) Begin each sentence with a capital letter and use ending punctuation.
g) Share writing with others.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that their writing serves a  distinguish print from pictures
variety of purposes  write daily for a variety of purposes, including narrative stories to describe experiences
 understand that writing  write on assigned and/or self-selected topics
communicates thoughts and ideas.  use writing, dictation, and drawing to tell a story
 write to describe a person, place, or thing
 generate text to communicate and make meaning by creating drawings, letter strings,
scribbles, letter approximations, or other graphic representations, as well as phonetically
spelled words
 capitalize the first word in a sentence and the pronoun I
 write left-to-right and top-to-bottom.

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2017 English Standards of Learning Curriculum Framework: Kindergarten
 STRAND: RESEARCH

Students will be introduced to the research process by asking investigative questions, which will be used to solve problems. Research in kindergarten
prepares students for more formalized research in subsequent grades.

Teacher Notes
 Teachers should have students collaborate in whole or small groups to generate topics, ask questions, and find information.
 Please note that kindergarten students are not expected to complete research products.
 K.12 The student will conduct research to answer questions or solve problems using available resources.

a) Generate topics of interest.

b) Generate questions to gather information.
c) Identify pictures, texts, or people as sources of information.
d) Find information from provided sources.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that research can be used  generate ideas for topics based on interest or content areas (e.g., favorite animals,
to answer questions or solve community helpers, or life cycles)
problems  work collaboratively to generate questions to gather information
 understand that many different  identify various pictures, texts, media, and people that can be used as sources of
sources, including people, can help information
provide information.  use provided sources to answer questions or solve problems.

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2017 English Standards of Learning Curriculum Framework: Kindergarten
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2017 English Standards of Learning Curriculum Framework: First Grade
STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

At the first grade level, students will further develop their understanding of language and enhance their ability to communicate effectively. Students
will use listening and speaking skills to participate in classroom discussions and work respectfully with others. They will also begin to use oral
language skills to gain and explain information. Students will build and use listening and speaking vocabularies to tell and retell stories and
participate in choral speaking, recitation, and creative dramatics.

Teacher Notes
 Teachers should provide daily opportunities for student communication and participation in oral language activities in a variety of settings.
 Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the
intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, movement).

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2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

1.1 The student will develop oral communication skills.

a) Listen actively and speak using agreed-upon rules for discussion.

b) Initiate conversation with peers and adults.
c) Adapt or change oral language to fit the situation.
d) Use appropriate voice level, phrasing, and intonation.
e) Participate in collaborative and partner discussions about various texts and topics.
f) Follow rules for conversation, using appropriate voice level in small-group settings.
g) Ask and respond to questions to seek help, get information, or clarify information.
h) Restate and follow simple two-step oral directions.
i) Give simple two-step oral directions.
j) Express ideas orally in complete sentences.
k) Work respectfully with others.
l) Increase listening and speaking vocabularies.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that communication  initiate conversation in a variety of school settings
includes expressing needs, asking  participate in a range of collaborative discussions building on others’ ideas and clearly
questions, and sharing information expressing thoughts and opinions
 understand that the setting  ask and respond to questions to check for understanding
influences the rules for  sustain two-person conversation through multiple exchanges
communication  use voice level and intonation appropriate for small-group settings
 understand that information can be  follow rules for conversation, including listening and taking turns
gained by asking and answering  give and follow simple two-step oral directions
relevant questions about a specific  use words of time and position, including first, second, next, on, under, beside, and over, to
topic give directions orally
 understand that specific word  use verbs to give directions orally
choice makes communication  speak in complete sentences when appropriate to task and situation.
clearer.

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2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

1.2 The student will demonstrate growth in oral early literacy skills.

a) Listen and respond to a variety of print and media materials.

b) Tell and retell stories and events in sequential order.
c) Participate in a variety of oral language activities, including choral speaking and recitation.
d) Participate in creative dramatics.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that choral and echo  participate in a variety of oral language activities, such as
speaking build oral literacy skills o listening to stories and poems read aloud
 understand that telling oral stories o participating in discussions about stories and poems
and participating in creative o talking about words and their meanings as they are encountered in stories, poems,
dramatics develops comprehension. and conversations
o providing reactions to stories and poems
o asking and answering questions about what is said in order to gather additional
information or clarify something not understood
o describe people, places, things, and events with details
 tell and retell stories and events in logical order by
o retelling stories orally and through informal drama
o dictating or retelling stories
o indicating first, next, and last events in a story
o creating stories, poems, plays, and songs
 participate in daily oral language activities (e.g., choral speaking and the reciting of short
poems, rhymes, songs, and stories with repeated patterns)
 participate in creative dramatics (e.g., classroom songs, plays, skits, and group activities)
designed to give students frequent opportunities for listening and speaking
 participate in listening and speaking activities.

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2017 English Standards of Learning Curriculum Framework: First Grade
STRAND: READING

Students will be immersed in a text-rich environment to develop phonological awareness, phonetic skills, vocabulary, comprehension, and to use
reading materials as sources of information and enjoyment. Having developed a concept of word and letter-sound correspondence, students will
concentrate on learning and integrating basic phonetic principles, decoding words in isolation and in context, using meaning clues, and employing
language and sentence structure to read and substantially increase sight-word vocabulary. Students will use a variety of strategies to read new words
and will read familiar selections with fluency, accuracy, and expression. Students will continue to develop an understanding of fiction and nonfiction
texts and respond to readings through group discussions and writing. Students will increase vocabulary and comprehension strategies through cross-
content reading. Teachers will encourage the development of reading skills that are foundational to effective comprehension and critical thinking.
These skills are essential for success in future postsecondary education and workplace environments.

Teacher Notes
 These concepts and skills should be taught through systematic, explicit, direct instruction; individual and small-group activities; and time
spent reading books and other print material.
 Teachers should provide opportunities for independent reading with options for student choice.
 Teachers need to read texts aloud to model language and expose students to new words, expand students’ working vocabularies, and improve
comprehension.
 Teachers should provide opportunities for students to apply strategies as they read and reread a variety of texts.
 Teachers should teach theme with fiction texts and main idea with nonfiction texts. Please note these terms are not interchangeable.
 Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
o Teachers may integrate the strands through the use of thematic units.
o Teachers should have students write about what they have read.

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2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: READING

1.3 The student will orally identify, produce, and manipulate various phonemes within words to develop phonological
and phonemic awareness.

a) Create rhyming words.

b) Count phonemes (sounds) in one-syllable words.
c) Blend sounds to make one-syllable words.
d) Segment one-syllable words into individual phonemes.
e) Add or delete phonemes to make new words.
f) Blend and segment multisyllabic words at the syllable level.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand that spoken To be successful with this standard, students are expected to
words are made up of units of speech  orally produce words that rhyme by changing the initial phoneme (e.g., sip/ship,
sounds within words, which can be heart/part)
manipulated to make new words.  count phonemes in one-syllable words
 blend separately spoken phonemes to make one-syllable words
 segment words by producing each phoneme
 determine whether the medial vowel sound is the same or different in a set of one-syllable
words
 sort picture cards by initial, medial, and final phonemes
 remove a phoneme from an orally presented word to make a new word (e.g., rice/ice,
beach/bee, weight/weigh, couch/cow)
 add a phoneme from an orally presented word or rime to make a new word (e.g., pie/pipe,
four/fork, cab/crab, ot/lot, ap/map)
 change phonemes orally to make new words (e.g., rug/jug, bunch/lunch, card/cart, sat/sit).

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2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: READING

1.4 The student will apply knowledge of how print is organized and read.

a) Read from left-to-right and from top-to-bottom.

b) Match spoken words with print.
c) Identify letters, words, sentences, and ending punctuation.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that all print in English follows  demonstrate concept of word by tracking print from left-to-right and top-to-bottom,
similar patterns following print from one line to the next line (return sweep), and matching spoken words to
 understand that written text consists of print
letters, words, and sentences.  differentiate between letters and words by recognizing spaces between words in sentences
 recognize that a sentence starts with a capital letter and ends with a period, question mark,
or an exclamation point.

30
2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: READING

1.5 The student will apply phonetic principles to read and spell.

a) Use initial and final consonants to decode and spell one-syllable words.
b) Use two-letter consonant blends to decode and spell one-syllable words.
c) Use consonant digraphs to decode and spell one-syllable words.
d) Use short vowel sounds to decode and spell one-syllable words.
e) Blend initial, medial, and final sounds to recognize and read words.
f) Use word patterns to decode unfamiliar words.
g) Read and spell simple two-syllable compound words.
h) Read and spell commonly used sight words.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand that To be successful with this standard, students are expected to
knowledge of phonetic principles can be  apply knowledge of letter sounds in single-syllable words by
applied to read and spell words. o recognizing initial, medial, and final phonemes
o segmenting the phonemes in a word into their complete sequence of individual
phonemes (e.g., top: /t/-/o/-/p/, jump: /j/-/u/-/m/-/p/)
o blending phonemes to decode or spell a word
 accurately decode unfamiliar, orthographically regular, single-syllable words and nonsense
words (e.g., sit, zot) using letter-sound mappings to sound them out
 differentiate between vowels and consonants
 apply knowledge of word patterns to decode unfamiliar words by recognizing word
patterns (e.g., CVC) and using onsets and rimes to create, read, and spell new words that
include blends (e.g., the l and r blends) and digraphs (e.g., ch, sh, th, and wh)
 use the consonant-vowel patterns CVC (e.g., pin), VC (e.g., in), and CVCC (e.g., wind) to
decode and spell single-syllable words with a short vowel sound
 use the consonant-vowel patterns CVVC and CVCE to decode and spell some single-
syllable words with a long vowel sound
 use knowledge that every syllable has a vowel sound to help determine if a word has one or
two syllables
 read and spell simple two-syllable compound words following basic patterns by
segmenting the words into syllables.

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2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: READING

32
2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: READING

1.6 The student will use semantic clues and syntax for support when reading.

a) Use words, phrases, and sentences.

b) Use titles and pictures.
c) Use information in the story to read words.
d) Use knowledge of sentence structure.
e) Reread and self-correct.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand that they To be successful with this standard, students are expected to
will use a variety of strategies to read  expand vocabulary by using frequently occurring root words to read inflectional forms
unfamiliar words and confirm meaning. (e.g., look, looks, looked, looking)
 use sentence-level context as a clue to the meaning of words and phrases
 use titles, pictures, and information in the story to make predictions about vocabulary
 use pictures and/or rereading to confirm vocabulary choice
 notice when words or sentences do not make sense in context
 use intonation, pauses, and emphases that signal the structure of the sentence when reading
aloud
 use punctuation clues, including period, question mark, exclamation point, commas, and
quotation marks to guide comprehension
 reread and self-correct when text does not make sense.

33
2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: READING

1.7 The student will expand vocabulary and use of word meanings.

a) Discuss meanings of words in context.

b) Develop vocabulary by listening to and reading a variety of texts.
c) Ask for the meaning of unknown words and make connections to familiar words.
d) Use text clues such as words or pictures to discern meanings of unknown words.
e) Use vocabulary from other content areas.
f) Use singular and plural nouns.
g) Use adjectives to describe nouns.
h) Use verbs to identify actions.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that word meanings can be  develop vocabulary by listening to and reading a variety of texts
comprehended through context,  ask for the meaning of unknown words and make connections to familiar words by
discussion, connections to familiar o sorting words into categories (e.g., colors, animals)
words, and knowledge of vocabulary o defining words by category and by one or more attributes (e.g., a swan is a bird that
from other content areas swims, a cardinal is a red bird)
 understand and discuss the meanings o identifying real-life connections between words and their use (e.g., places that are
of new words as presented in context. safe)
 use vocabulary from other content areas in literacy tasks
 ask for meanings and clarification of unfamiliar words and ideas
 use common irregular plural forms, such as man/men, child/children, and mouse/mice.

34
2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: READING

1.8 The student will use simple reference materials.

a) Use knowledge of alphabetical order by first letter.

b) Use a picture dictionary to find meanings of unfamiliar words.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that many reference  use simple reference materials
materials are organized in alphabetical  alphabetize a list of five-to-eight words according to first letter
order  use a picture dictionary to locate unfamiliar words.
 understand that reference materials
provide information.

35
2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: READING

1.9 The student will read and demonstrate comprehension of a variety of fictional texts.

a) Preview the selection.

b) Set a purpose for reading.
c) Relate previous experiences to what is read.
d) Make and confirm predictions.
e) Ask and answer who, what, when, where, why, and how questions about what is read.
f) Identify characters, setting, and important events.
g) Retell stories and events, using beginning, middle, and end in a sequential order.
h) Identify theme.
i) Read and reread familiar stories and poems with fluency, accuracy, and meaningful expression.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that they should use a  preview reading material by looking at the book’s cover, title, and illustrations
variety of strategies to assist with  set a purpose for reading by looking at the illustrations, activating prior knowledge, and
comprehension of fictional texts. predicting the outcome of the selection
 understand that orally read text has a  use knowledge from own experience to make sense of and talk about a text
rhythm and expression that helps  identify and describe characters, settings, and important events in a story using details
convey meaning.  retell stories using the characters, settings, and events in correct sequence from beginning
to end
 demonstrate comprehension by writing about what is read
 identify the overall theme of a fiction selection (e.g., friendship, family, working hard)
 use expression to convey meaning when reading aloud
 reread as necessary to confirm and self-correct word recognition and understanding
 practice reading and rereading texts at their independent reading level.

36
2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: READING

1.10 The student will read and demonstrate comprehension of a variety of nonfiction texts.

a) Preview the selection.

b) Use prior and background knowledge as context for new learning.
c) Set a purpose for reading.
d) Identify text features such as pictures, headings, charts, and captions.
e) Make and confirm predictions.
f) Ask and answer who, what, where, when, why, and how questions about what is read.
g) Identify the main idea.
h) Read and reread familiar texts with fluency, accuracy, and meaningful expression.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that nonfictional texts  read with purpose and understanding
provide information  preview reading material and set a purpose by looking at the book’s cover and graphics
 understand text features serve a and by reading titles and headings
purpose  identify and use text features to locate facts and information in a text
 understand a variety of strategies  distinguish between information provided by pictures or illustrations and information
assist with comprehension of provided by words in the text
nonfiction texts.  read various nonfiction forms, including letters, lists, recipes, newspapers, and magazines
 identify the main idea and key details
 practice reading and rereading texts on their independent reading level.

37
2017 English Standards of Learning Curriculum Framework: First Grade
STRAND: WRITING

At the first grade level, reading and writing will develop together. Students will be given daily opportunities to write and read their writing. Students
will write in a variety of forms to communicate ideas. As their knowledge of letter-sound correspondence and their sight-word vocabulary increases,
they will be able to use these skills to put their ideas and thoughts on paper. With teacher guidance and support, they will also begin to revise and edit
selected pieces of their writing for a specific audience. Teachers will encourage the development of writing skills that are foundational to effective
written communication and critical thinking. These skills are necessary for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should model the writing process for students.
 Teachers should refer to examples of writing in mentor texts.
 The focus of writing in first grade is narrative, descriptive, and opinion.
 Teachers should provide opportunities for students to express opinions with a reason both orally and in writing.

38
2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: WRITING

1.11 The student will print legibly in manuscript.

a) Form letters accurately.

b) Space words within sentences.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand that there are To be successful with this standard, students are expected to
correct ways to write the letters of the  use appropriate pencil grip
alphabet and that proper spacing is necessary  use manuscript letter formation
in order for writing to be legible.  print all capital and lowercase letters in sequence and in random order
 print first and last names, beginning each with a capital letter
 use manuscript number formation.

39
2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: WRITING

1.12 The student will write in a variety of forms to include narrative, descriptive, and opinion.

a) Identify audience and purpose.

b) Use prewriting activities to generate ideas.
c) Focus on one topic.
d) Organize writing to suit purpose.
e) Revise by adding descriptive words when writing about people, place, things, and events.
f) Write to express an opinion and give a reason.
g) Use letters to phonetically spell words.
h) Share writing with others.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that writers communicate  use previous experiences to generate ideas
ideas for a variety of purposes  identify the intended audience and purpose for writing (e.g., letters, stories, journals, etc.)
 understand that writers plan, write,  participate in teacher-directed brainstorming activities to generate ideas
revise, and share their writing with  participate in shared writing projects
others  use prewriting strategies, including, but not limited to: webbing, clustering, brainstorming,
 understand sound-symbol and semantic mapping, to organize ideas and information
correspondence is used to write  write to express an opinion with supporting reason(s)
unfamiliar words.  write narratives that include at least two sequenced events, with details, and a conclusion
 write to describe a person, place, or thing using adjectives
 revise writing with additional descriptive words (i.e., adjectives)
 apply the alphabetic principle when writing words
 share writing with others.

40
2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: WRITING

1.13 The student will edit writing for capitalization, punctuation, and spelling.

a) Use complete sentences.

b) Begin each sentence with a capital letter and use ending punctuation.
c) Use correct spelling for commonly used sight words and phonetically regular words.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand the difference between  use complete sentences that begin with a capital letter, use correct ending punctuation, and
revision and editing use commas in dates
 understand that editing writing helps  capitalize the pronoun I
others to read and understand what is  capitalize days of the week and months of the year
written.  capitalize names of people
 spell commonly used sight words and phonetically regular words correctly
 use resources in the classroom to spell words
 use tools to produce and publish writing
 share writing with others.

41
2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: RESEARCH

Students will continue to research to answer questions and solve problems by using available resources. Teachers will encourage the development of
research skills that are foundational to effective critical thinking and responsible use of information. These skills are necessary for success in future
postsecondary education and workplace environments.

Teacher Notes
 Teachers should have students collaborate in whole or small groups to generate topics, ask questions, and find and record information.
 Please note first grade students are not expected to complete research products.

42
2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: RESEARCH

1.14 The student will conduct research to answer questions or solve problems using available resources.

a) Generate topics of interest.

b) Generate questions to gather information.
c) Identify pictures, texts, or people as sources of information.
d) Find information from provided sources.
e) Record information.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that research can be used  generate ideas for topics based on interest or content areas (e.g., favorite animals, life
to answer questions or solve problems cycles, community helpers)
 understand that many different  work collaboratively to generate questions to gather information.
sources, including people, can help  identify if pictures, various texts, media, or people can be used as sources of information
provide information.  use provided sources to answer questions or solve problems
 use templates (e.g., graphic organizers, charts, graphs) to organize information.

43
2017 English Standards of Learning Curriculum Framework: First Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

44
2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

At the second grade level, students will develop an understanding of language structure and enhance their ability to communicate effectively.
Students will use listening and speaking skills to participate in classroom discussions, work respectfully with others, and develop simple
presentations using multimodal tools. Students will create oral stories and participate in choral speaking, recitation, and creative dramatics. Students
will take turns in different roles during collaborative activities. Teachers will encourage the development of interpersonal skills that are foundational
to effective communication and collaboration. These skills are essential for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should provide daily opportunities for student communication and collaboration in a variety of settings.
 Teachers should provide opportunities for students to create multimodal presentations independently or collaboratively.
 Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the
intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, movement).

45
2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

2.1 The student will use oral communication skills.

a) Listen actively and speak using appropriate discussion rules.

b) Use oral language for different purposes: to inform, persuade, entertain, clarify, and respond.
c) Speak audibly with appropriate voice level, phrasing, and intonation.
d) Share information orally with appropriate facts and relevant details.
e) Use increasingly complex sentence structures in oral communication.
f) Begin to self-correct errors in language use.
g) Participate as a contributor and leader in collaborative and partner discussions.
h) Ask and answer questions to seek help, get information, or clarify information.
i) Retell information shared by others.
j) Restate and follow multi-step directions.
k) Give multi-step directions.
l) Work respectfully with others and show value for individual contributions.
m) Create a simple presentation using multimodal tools.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand that oral To be successful with this standard, students are expected to
communication can be used for a variety of  participate in a range of collaborative discussions by building on others’ ideas and clearly
purposes. expressing thoughts and opinions
 participate in collaborative conversations for various purposes
 ask and respond to questions to check for understanding of information presented (e.g.,
stay on topic, link remarks to those of others)
 follow rules for discussion
 use proper pitch and volume
 speak clearly and distinctly
 share and retell an experience or story to an audience in a logical order, with appropriate
facts and descriptive details
 select vocabulary appropriate to purpose and audience
 express ideas clearly and in an organized manner
 confer with small-group members about how to present information to the class
 carry out a specific group role, such as leader, recorder, materials manager, or reporter

46
2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

2.1 The student will use oral communication skills.

 engage in taking turns in conversations by

o making certain all group members have an opportunity to contribute
o listening attentively by making eye contact while facing the speaker
o eliciting information or opinions from others
 give and follow multi-step directions
 speak in complete sentences when appropriate to task and situation to provide details and
clarification.

47
2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

2.2 The student will demonstrate an understanding of oral early literacy skills.

a) Create oral stories to share with others.

b) Create and participate in oral dramatic activities.
c) Participate in a variety of oral language activities, including choral speaking and recitation.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 use the story structure of beginning, middle, and end to tell a story of an experience
 understand that telling oral stories and
participating in creative dramatics develop  maintain and manipulate voice, such as pausing, tempo, and pitch, to convey mood
comprehension  add appropriate elaboration and detail while telling oral stories
 dramatize familiar stories (e.g., plays, skits, reader’s theater)
 understand that choral and echo speaking  participate in frequent oral language activities through choral speaking and the reciting of
build oral literacy skills. poems and stories with repeated patterns.

48
2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: READING

Developing literacy skills continues to be a priority in the second grade. Students will be immersed in an environment filled with fiction and
nonfiction texts, which relate to all content areas and personal interests. Students will expand vocabulary, use a combination of strategies when
reading, and read familiar selections with fluency, accuracy, and expression. Students will identify story elements including plot, characters, setting,
theme, conflict, and resolution. Students will demonstrate comprehension skills by identifying main ideas, making and confirming predictions,
questioning, summarizing, and drawing conclusions. Students will learn and apply comprehension strategies while reading cross-content materials.
Teachers will encourage the development of reading skills that are foundational to effective comprehension and critical thinking. These skills are
essential for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should provide opportunities for both independent and silent reading with options for student choice.
 Teachers should introduce students to longer, more complex texts.
 At this point, students should understand that plot is important events that occur in fiction. Theme can be defined as topical theme (e.g.,
friendship, family, working hard) or lesson in fiction (e.g., lesson learned in The Ugly Duckling).
 Expansion of vocabulary comes through the use of authentic texts whether read aloud or independently.
 Teachers should teach theme as a literary term with fiction texts and main idea with nonfiction texts. Please note these terms are not
interchangeable. However, identifying main idea in a paragraph or portion of text is an essential skill for comprehension.
 In teaching fiction, teachers should also note the introduction of story elements including plot, conflict, and resolution.
 Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
o Teachers may integrate the strands through the use of thematic units.
o Teachers should ask students to write about what they have read.

49
2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: READING

2.3 The student will orally identify, produce, and manipulate various phonemes within words to develop phonemic
awareness.

a) Count phonemes within one-syllable words.

b) Blend sounds to make one-syllable words.
c) Segment one-syllable words into phonemes.
d) Add or delete phonemes to make words.
e) Blend and segment multisyllabic words at the syllable level.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand that spoken To be successful with this standard, students are expected to
words are made up of individual phonemes,  count phonemes in one-syllable words (e.g., man has three phonemes /m/-/a/-/n/, chop has
which can be manipulated to make new three phonemes /ch/-/o/-/p/, and drop has four phonemes /d/-/r/-/o/-/p/)
words.  isolate and manipulate phonemes
 blend sounds to make one-syllable words (e.g., /p/-/a/-/n/ → pan , /d/-/r/-/i/-/p/ → drip)
 segment words by saying each sound (e.g., pan → /p/-/a/-/n/, drip → /d/-/r/-/i/-/p/)
 add a phoneme from an orally presented word or rime to make a new word (e.g., pie/pipe,
four/fork, cab/crab, ot/lot, ap/map)
 delete a phoneme from an orally presented word to make a new word (e.g., rice/ice,
beach/bee, weight/weigh, couch/cow)
 blend and segment multisyllabic words at the syllable level
 identify syllables in a word (e.g., students tap snowball → /snow/- /ball/, clap out the word
hamburger → /ham/- /bur/-/ger/)
 state the word created by blending given syllables together (e.g., /fan/-/tas/-/tic/ →
fantastic)
 delete a syllable from a word and state what remains (e.g., say celebrate without brate
[cele])
 manipulate sounds in words to form new or nonsense words.

50
2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: READING

2.4 The student will use phonetic strategies when reading and spelling.

a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words.
b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.
c) Decode regular multisyllabic words.
d) Apply decoding strategies to confirm or correct while reading.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand the need to To be successful with this standard, students are expected to
apply phonetic strategies to decode and spell  apply knowledge of consonants and consonant blends to decode and spell words
words.  apply knowledge of consonant digraphs (e.g., sh, wh, ch, th) to decode and spell words
 distinguish long and short vowels when reading one-syllable regularly spelled words
 apply knowledge of the consonant-vowel patterns, such as CV (e.g., go), VC (e.g., in),
CVC (e.g., pin), CVCE (e.g., take), CVVC (e.g., wait), and CVCC (e.g., wind) to decode
and spell words
 apply knowledge of r-controlled vowel patterns to decode and spell words
 read regularly spelled one- and two-syllable words automatically
 decode regular multisyllabic words
 use a variety of decoding strategies while reading to confirm or correct the pronunciation
and use of words.

51
2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: READING

2.5 The student will use semantic clues and syntax to expand vocabulary when reading.

a) Use information and context clues in the story to read words.

b) Use knowledge of sentence structure to determine the meaning of unknown words.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that a variety of strategies  use meaning clues to support decoding
can be used to read unfamiliar words  use surrounding words in a sentence to determine the meaning of a word
 understand that specific vocabulary  determine which of the multiple meanings of a word in context makes sense
helps explain and clarify ideas.  use knowledge of word order, including subject, verb, and adjectives, to check for
meaning.

52
2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: READING

2.6 The student will expand vocabulary and use of word meanings.

a) Use knowledge of homophones.

b) Use knowledge of prefixes and suffixes.
c) Use knowledge of antonyms and synonyms.
d) Discuss meanings of words and develop vocabulary by listening to and reading a variety of texts.
e) Use word-reference materials including dictionaries, glossaries and indices.
f) Use vocabulary from other content areas.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand that To be successful with this standard, students are expected to
knowledge of homophones, prefixes, suffixes,  use the context of a sentence to apply knowledge of homophones (e.g., such as pair and
synonyms, and antonyms can be used to read pear)
unfamiliar words.  identify and recognize meanings of common prefixes and suffixes (e.g., un-, re-, mis-, dis-,
-y, -ly, -er, -ed, -ing, -est, -ful, -less, -able)
 use common prefixes and suffixes to decode words
 determine the meaning of words when a known prefix and/or suffix is added to a known
root word (e.g., tie/untie, fold/unfold, write/rewrite, call/recall)
 supply synonyms and antonyms for a given word
 use knowledge of antonyms when reading (e.g., hot/cold, fast/slow, first/last)
 use knowledge of synonyms when reading
 use a thesaurus to expand synonym knowledge
 demonstrate an understanding of what the apostrophe signifies in singular possessive words
 demonstrate an understanding of the meaning of contractions
 discuss meanings of words and develop vocabulary (e.g., closely related adjectives such as
slender, thin, scrawny; closely related verbs such as look, peek, glance)
 use knowledge of the meaning of individual words to predict the meaning of compound
words
 alphabetize words to the second and third letter
 use specific vocabulary from content area study.

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2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: READING

2.7 The student will read and demonstrate comprehension of fictional texts.

a) Make and confirm predictions.

b) Connect previous experiences to new texts.
c) Ask and answer questions using the text for support.
d) Describe characters, setting, and plot events in fiction and poetry.
e) Identify the conflict and resolution.
f) Identify the theme.
g) Summarize stories and events with beginning, middle, and end in the correct sequence.
h) Draw conclusions based on the text.
i) Read and reread familiar stories and poems with fluency, accuracy, and meaningful expression.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand the elements of fiction  set a purpose for reading
(i.e., characters, setting, plot events)  use titles to generate ideas about the text
 understand details are important to  use details from the text to confirm and revise predictions made before, during, and after
comprehend the text. reading
 explain how illustrations and images contribute to and clarify text
 describe a character’s traits, feelings, and actions as presented in fictional texts
 describe the characters, settings, and important plot events using details
 identify the main conflict and resolution in fictional texts
 determine the theme of fictional texts (e.g., friendship, family, working hard)
o thematic topic
o lesson learned
 use knowledge of transition words (e.g., first, next, and soon) to understand how
information is organized in sequence
 demonstrate comprehension by writing responses to what they read
 practice reading and rereading text that is on their independent reading level to develop
accuracy, fluency, and meaningful expression.

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2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: READING

2.8 The student will read and demonstrate comprehension of nonfiction texts.

a) Preview the selection using text features including table of contents, headings, pictures, captions, and maps.
b) Make and confirm predictions.
c) Use prior and background knowledge as context for new learning.
d) Set purpose for reading.
e) Ask and answer questions using the text as support.
f) Identify the main idea.
g) Draw conclusions based on the text.
h) Read and reread familiar texts with fluency, accuracy, and meaningful expression.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand texts provide information  explain how illustrations and images contribute to and clarify text
or explain a process  skim text for section headings, bold type, and picture captions to help set a purpose for
 understand text features serve a reading
purpose  use print clues, such as bold type, italics, and underlining, to assist in reading
 understand that comprehension  use text features to make, revise, and confirm predictions, locate information, and answer
requires making, confirming and questions
revising predictions  use knowledge of sequence to read and follow recipes and other sets of directions
 understand that details and  determine the main idea using details for support
information from the text are used to  ask and answer questions about what is read to demonstrate understanding (e.g., who, what,
draw conclusions. when, where, why, and how)
 begin to use knowledge of transition words (signal words; e.g., first, next, and soon) to
understand how information is organized
 demonstrate comprehension by writing about what is read
 use information from the text to draw conclusions.

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2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: WRITING

At the second grade level, students will continue to develop reading and writing together. They will be given daily opportunities to write and will be
expected to revise selected pieces and share them with others. Students will begin to make the transition to cursive handwriting. Students will
understand writing as a process and will write in a variety of forms. Students will organize writing according to type and purpose and will elaborate
to provide support and detail. They will also begin to apply written communication skills across all content areas. Teachers will encourage the
development of writing skills that are foundational to effective written communication and critical thinking. These skills are necessary for success in
future postsecondary and workplace environments.

Teacher Notes
 Teachers should model the writing process for students.
 Teachers should refer to examples of writing in mentor texts.
 The focus of writing in second grade is narrative, descriptive, opinion, and expository.
 Teachers will teach students to include facts in support of a main idea.
 Teachers should use student writing to teach editing skills.
 Teachers will provide opportunities for students to both orally and in writing express opinions with a reason.

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 STRAND: WRITING

2.9 The student will maintain legible printing and begin to make the transition to cursive.

a) Begin to write capital and lowercase letters of the alphabet.

b) Begin to sign his/her first and last names.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand that legible To be successful with this standard, students are expected to
printing is an important tool of written  write legibly
communication.  space words in sentences
 space sentences in writing
 learn basic strokes for cursive.

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2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: WRITING

2.10 The student will write in a variety of forms to include narrative, descriptive, opinion, and expository.

a) Understand writing as a process.

b) Identify audience and purpose.
c) Use prewriting strategies to generate ideas before writing.
d) Use strategies for organization according to the type of writing.
e) Organize writing to include a beginning, middle, and end.
f) Write facts about a subject to support a main idea.
g) Write to express an opinion and provide a reason for support.
h) Expand writing to include descriptive detail.
i) Revise writing for clarity.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that writers use the writing  identify the intended audience and purpose for writing (e.g., letters, stories, emails,
process including planning, drafting, journals, directions)
revising, editing, and publishing  generate ideas and organize information before writing
 understand that written  participate in shared writing projects
communication should be well-  write informative/explanatory pieces that introduce the topic, use facts or opinions, and
planned and clear to the reader. provide a concluding statement
 write narratives describing events with details, sequence, and a closure
 develop writing by focusing on one topic
 write complete sentences
 begin to compose, organize, and format paragraphs
 use adjectives to elaborate and expand simple sentences
 describe events, ideas, and personal stories with descriptive details
 use time-order words, such as first, next, then, and last, to sequence and organize writing
 produce and expand complete simple and compound sentences (e.g., The girl listened to
the music. The little girl listened to the loud music.)
 strengthen writing as needed by revising writing, staying on topic, and including details
 consult reference materials to check and correct spelling
 avoid stringing ideas together with and or then.

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 STRAND: WRITING

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2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: WRITING

2.11 The student will edit writing for capitalization, punctuation, spelling, and Standard English.

a) Recognize and use complete sentences.

b) Use and punctuate declarative, interrogative, and exclamatory sentences.
c) Capitalize all proper nouns and the word I.
d) Use singular and plural nouns and pronouns.
e) Use apostrophes in contractions and possessives.
f) Use contractions and singular possessives.
g) Use knowledge of simple abbreviations.
h) Use correct spelling for commonly used sight words, including compound words and regular plurals.
i) Use commas in salutation and closing of a letter.
j) Use past and present verbs.
k) Use adjectives correctly.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand that proper To be successful with this standard, students are expected to
grammar, capitalization, punctuation, and  punctuate declarative, interrogative, and exclamatory sentences with a period, question
spelling contribute to the meaning of writing. mark, or exclamation point
 capitalize the word I, all proper nouns, and words at the beginning of sentences
 use frequently occurring irregular plural nouns (e.g., feet, children, teeth, fish)
 use apostrophes to form contractions and common singular possessives
 identify simple abbreviations, including those for titles (e.g., Mr., Mrs., Ms., and Dr.),
calendar words (e.g., Jan., Feb., Mon., Tue.), and address words (e.g., St., Rd.)
 use commas in the salutation (e.g., Dear Tyrell, ) and closing (e.g., Sincerely) of a letter.

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2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: RESEARCH

Students will conduct research by generating topics of interest, asking questions, identifying sources, and finding and organizing information.
Students will complete an oral, written, or visual research product collaboratively or individually. Teachers will encourage the development of
research skills that are foundational to effective critical thinking and responsible use of information. These skills are necessary for success in future
postsecondary education and workplace environments.

Teacher Notes
 Teachers should have students collaborate in whole or small groups during the research process.
 Teachers should teach students the difference between plagiarism and using their own words.
 Teachers should use the librarian/media specialist’s expertise in teaching the research process.

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2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: RESEARCH

2.12 The student will conduct research by using available resources to gather information and answer questions to
complete a research product.

a) Generate topics of interest.

b) Generate questions to gather information.
c) Identify pictures, texts, people, or media as sources of information.
d) Find information from provided sources.
e) Organize information in writing or a visual display.
f) Describe difference between plagiarism and using own words.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that research can be used  generate ideas for topics based on interest or content areas
to answer questions or solve problems  work collaboratively to generate questions to gather information
 understand that various sources can  identify pictures, various texts, media, or people that can be used as sources of information
help provide information  use provided sources to gather information, answer questions, or solve problems
 understand the meaning of plagiarism  use templates or visual displays (e.g., graphic organizers, charts, graphs) to organize
and learn to use own words when information
researching.  use own words to record information.

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2017 English Standards of Learning Curriculum Framework: Second Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

Students will use communication skills to participate in classroom discussions, work respectfully with others in a variety of situations, and develop
presentations using multimodal tools. Students will develop specific skills for organizing, expressing, and presenting ideas or information. Teachers
will encourage the development of interpersonal skills that are foundational to effective communication and collaboration. These skills are essential
for success in future postsecondary education and workplace environments.

Teacher Notes
 Please note student presentation skills may differ within classrooms.
 Teachers should provide opportunities for students to create multimodal presentations independently or collaboratively.
 Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the
intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, movement).

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2017 English Standards of Learning Curriculum Framework: Third Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

3.1 The student will use effective communication skills in a variety of settings.

a) Use active listening strategies including, but not limited to, making eye contact, facing the speaker, asking questions, and summarizing.
b) Present accurate directions to individuals and small groups.
c) Ask and respond to questions from teachers and other group members.
d) Orally summarize information expressing ideas clearly.
e) Use language appropriate for context and audience.
f) Increase listening and speaking vocabularies.
g) Participate in collaborative discussions.
h) Work respectfully with others in pairs, diverse groups, and whole class settings.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand the importance of effective  participate in a range of collaborative discussions building on others’ ideas and clearly
communication stating thoughts, opinions, and information
 understand the importance of working  engage in taking turns in conversations by
collaboratively. o making certain all group members have an opportunity to contribute
o listening attentively
o making eye contact while facing the speaker
o eliciting information or opinions from others
o supporting opinions with appropriate ideas, examples, and details
o indicating disagreement in a constructive manner
 take initiative in moving a group discussion forward by
o following rules for discussions and assigned group roles
o contributing information that is on topic
o answering questions
o asking clarifying questions of the speaker
o summarizing the conclusions reached in the discussion
o explaining what has been learned
o working respectfully with others
 ask and respond to questions to check for understanding or to clarify information
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2017 English Standards of Learning Curriculum Framework: Third Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

3.1 The student will use effective communication skills in a variety of settings.

presented.

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2017 English Standards of Learning Curriculum Framework: Third Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

3.2 The student will give oral presentations.

a) Speak clearly using appropriate volume.

b) Speak at an understandable rate.
c) Make eye contact with the audience.
d) Organize ideas sequentially or around major points of information using appropriate facts and relevant details.
e) Use contextually appropriate language and specific vocabulary to communicate ideas.
f) Use multimodal tools to create presentations and enhance communication.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand the process To be successful with this standard, students are expected to
of effectively organizing and presenting  deliver oral presentations in an engaging manner that maintains audience interest by
ideas and information. o reporting on a topic, telling a story, or recounting an experience with appropriate
facts and relevant details
o presenting information with expression and confidence
o varying tone, pitch, and volume to convey meaning
o speaking at an understandable rate
o selecting words and phrases for effect
o using multimodal tools to emphasize or enhance facts or details
o using specific vocabulary appropriate for the audience and the topic
 stay on topic during presentations
 answer questions from the audience
 evaluate their own presentations, using class-designed criteria.

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2017 English Standards of Learning Curriculum Framework: Third Grade
 STRAND: READING

Students will read a variety of fiction and nonfiction texts, which relate to all content areas and personal interests. Students will continue to develop
strategic reading skills, such as word analysis and construction of meaning from text. Students will continue to use comprehension strategies to
compare and contrast story elements and differentiate between fiction and nonfiction. Teachers will encourage the development of reading skills that
are foundational to effective comprehension and critical thinking. These skills are essential for success in future postsecondary education and
workplace environments.

Teacher Notes
 Teachers should provide increased opportunities for silent reading with options for student choice.
 Teachers should introduce students to longer and/or more complex texts, both on grade level and above grade level.
 Vocabulary words should be culled from student reading instead of using random lists and should not be taught in isolation.
 Teachers should teach theme as a literary term with fiction texts and main idea with nonfiction texts. Please note these terms are not
interchangeable. However, identifying main idea in a paragraph or portion of text is an essential skill for comprehension.
 In teaching fiction, teachers should also note the introduction of story elements including narrator, plot, conflict, and resolution.
 Please note literary nonfiction is now included in the fiction standard.
 Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
o Teachers may integrate the strands through the use of thematic units.
o Teachers should ask students to write about what they have read.

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 STRAND: READING

3.3 The student will apply word-analysis skills when reading.

a) Use knowledge of regular and irregular vowel patterns.

b) Decode regular multisyllabic words.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand the need to To be successful with this standard, students are expected to
apply word-analysis skills to decode words.  apply knowledge of regular and irregular vowel patterns to decode words
 apply knowledge of ambiguous vowel patterns (e.g., ou/ow, oi/oy, oo, aw) to decode words
 apply knowledge of the change in tense (-ed), number (-s), and degree (-er and -est)
signified by inflected endings to decode words
 decode regular multisyllabic words to read fluently.

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2017 English Standards of Learning Curriculum Framework: Third Grade
 STRAND: READING

3.4 The student will expand vocabulary when reading.

a) Use knowledge of homophones.

b) Use knowledge of roots, affixes, synonyms, and antonyms to determine the meaning of new words.
c) Apply meaning clues, language structure, and phonetic strategies to determine the meaning of new words.
d) Use context to clarify meaning of unfamiliar words.
e) Discuss meanings of words and develop vocabulary by listening to and reading a variety of texts.
f) Use vocabulary from other content areas.
g) Use word-reference resources including the glossary, dictionary, and thesaurus.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that roots, affixes,  use knowledge of homophones to understand unfamiliar words
synonyms, and antonyms can be used  apply knowledge of roots to decode unknown words with the same root (e.g., company,
to determine the meaning of companion)
unfamiliar words  apply knowledge of affixes, (e.g., prefixes such as ex-, dis-, un-, re-, mis-, non-, pre-;
 understand that word reference suffixes such as -ly, -ful, -less, -able, -tion, -ness, and –ment) to decode words
resources can be used to learn word  determine the meaning of new words formed when a known affix is added to the root word
meanings. (e.g., care/careless, heat/reheat)
 use knowledge of synonyms
 use knowledge of antonyms
 use context clues to verify meaning of unfamiliar words and determine correct homophone
usage
 use context clues, such as a restatement, a synonym, an example, or a direct description or
definition included in the sentence or paragraph, to clarify the meaning of unfamiliar
words.

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2017 English Standards of Learning Curriculum Framework: Third Grade
 STRAND: READING

3.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry.

a) Set a purpose for reading.

b) Make connections between reading selections.
c) Make, confirm, and revise predictions.
d) Compare and contrast settings, characters, and plot events.
e) Summarize plot events.
f) Identify the narrator of a story.
g) Ask and answer questions about what is read.
h) Draw conclusions using the text for support.
i) Identify the conflict and resolution.
j) Identify the theme.
k) Use reading strategies to monitor comprehension throughout the reading process.
l) Differentiate between fiction and nonfiction.
m) Read with fluency, accuracy, and meaningful expression.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand the To be successful with this standard, students are expected to
essential elements and characteristics of  identify literary nonfiction as a type of narrative text, which uses story elements and
fictional text and poetry. language to share accurate information about real people, places, and events, including but
not limited to biography and autobiography
 use important plot events to summarize fictional text, literary nonfiction, and poetry
 make a variety of connections with the text, such as:
o connections between the text they are reading and other texts they have read, such as
identifying a similar plot or character; and
o connections between what they already know about the topic and what they find in
the reading that is new to them
 use specific details to make, confirm, and revise predictions by
o identifying information from the text that supports or contradicts a prediction
o revising predictions based on new understandings
 apply knowledge of characterization by

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 STRAND: READING

3.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry.

o describing a character’s attributes (e.g., traits, motivations or feelings)

o using evidence from the text to support generalizations about the character
o comparing and contrasting characters within a selection or between/among two or
more selections
o explaining how the actions of characters contribute to the sequence of events
 apply knowledge of setting by
o identifying the time and place of a story, using supporting details from the text
o identifying the details that make settings similar or different
 compare and contrast characters, setting, and plot in at least two versions of the same story
(e.g., Cinderella stories)
 identify the main conflict and resolution
 recognize and identify a theme or lesson of fictional text(s)s (e.g., friendship, survival,
determination) using key supporting details
o thematic topic
o lessons learned
 learn to differentiate fiction from nonfiction
 demonstrate comprehension by writing about what is read
 read with accuracy, fluency, and meaningful expression to support comprehension.

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 STRAND: READING

3.6 The student will read and demonstrate comprehension of nonfiction texts.

a) Identify the author’s purpose.

b) Use prior and background knowledge as context for new learning.
c) Preview and use text features, including table of contents, headings, pictures, captions, maps, indices, and charts.
d) Ask and answer questions about what is read, using the text for support.
e) Draw conclusions, using the text for support.
f) Summarize information found in nonfiction texts.
g) Identify the main idea.
h) Identify supporting details.
i) Use reading strategies to monitor comprehension throughout the reading process.
j) Read with fluency, accuracy, and meaningful expression.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that nonfiction texts  identify the author’s purpose for writing, which may include to provide information, to
provide information, explain a explain a process, or to persuade
process, or persuade  use prior and background knowledge as context for new learning by recognizing
 understand text features serve a similarities between the text they are reading and other texts they have read;
purpose  use text features to preview; set a purpose for reading; make, confirm, and revise
 understand that details and predictions; and locate information
information from the text help the  identify details that support the main idea
reader draw conclusions.  state the main idea in their own words
 practice reading and rereading familiar nonfiction texts with fluency and accuracy
 demonstrate comprehension by writing about what is read.

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2017 English Standards of Learning Curriculum Framework: Third Grade
 STRAND: WRITING

At the third-grade level, students will continue to develop reading and writing together. Students will use the writing process to plan, draft, revise,
and edit writing in a variety of forms. Student writing will become more complex, and students will learn to select details to elaborate on the main
idea of a paragraph. They will use written communication skills across content areas. Students also will write legibly in cursive. Teachers will
encourage the development of writing skills that are foundational to effective written communication and critical thinking. These skills are necessary
for success in future postsecondary and workplace environments.

Teacher Notes
 Teachers should model the writing process for students.
 Teachers should refer to examples of writing in mentor texts.
 The focus of writing in third grade is narrative, descriptive, opinion, and expository.
 Teachers will teach students to develop a paragraph including a clear topic sentence that focuses on the main idea.
 Teachers should use student writing to teach editing skills.
 Teachers should introduce students to the three domains of writing:
o Composing—focusing on a clear, central idea, providing elaboration and organization
o Written Expression—selected vocabulary and information
o Usage/Mechanics—grammar, punctuation, and usage as appropriate for the grade level
 Teachers should utilize writing conferences and portfolios to monitor student progress.
 Please note that although cursive letters are introduced in second grade, it is at the third-grade level that the transition from manuscript to
cursive should be completed. No specific form of cursive is required.

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2017 English Standards of Learning Curriculum Framework: Third Grade
 STRAND: WRITING

3.7 The student will write legibly in cursive.

a) Write capital and lowercase letters of the alphabet.

b) Sign his/her first and last names.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand that neat, To be successful with this standard, students are expected to
legible, cursive handwriting is an important  use correct letter formation
tool of written communication.  form cursive letters with flow from one letter to the next within names and words.

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2017 English Standards of Learning Curriculum Framework: Third Grade
 STRAND: WRITING

3.8 The student will write in a variety of forms to include narrative, descriptive, opinion, and expository.

a) Engage in writing as a process.

b) Identify audience and purpose.
c) Use a variety of prewriting strategies.
d) Use organizational strategies to structure writing according to type.
e) Write a clear topic sentence focusing on main idea.
f) Elaborate writing by including supporting details.
g) Use transition words to vary sentence structure.
h) Express an opinion about a topic and provide fact-based reasons for support.
i) Write a well-developed paragraph focusing on the main idea.
j) Revise writing for clarity of content using specific vocabulary and information.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that writers use the writing  use a variety of prewriting strategies to plan and organize writing
process, including planning, drafting,  use mentor texts as an example of writing
revising, editing, and publishing  develop writing by focusing on one topic
 understand how to plan and compose  follow the organization of particular forms of writing for
writing for a variety of purposes. o descriptive/expository
 introduce a topic and organize information in paragraph(s)
 use facts, definitions, quotations, details, or other examples and information
to develop the topic
 use specific vocabulary to inform and explain the topic
 provide a conclusion
o narratives
 sequence events
 use transition words and phrases for sentence variety
 use specific vocabulary to develop a story
 provide a conclusion
o opinion

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2017 English Standards of Learning Curriculum Framework: Third Grade
 STRAND: WRITING

3.8 The student will write in a variety of forms to include narrative, descriptive, opinion, and expository.

 state a clear opinion

 provide multiple facts using specific vocabulary as reasons for support
 provide a conclusion
 incorporate transitional words and phrases (e.g., including but not limited to first, next,
last, also, another, more, in order to, because of this, for example)
 add specific details for further elaboration
 use precise nouns, verbs, and adjectives
 clarify writing when revising by including specific vocabulary and information.

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2017 English Standards of Learning Curriculum Framework: Third Grade
 STRAND: WRITING

3.9 The student will edit writing for capitalization, punctuation, spelling, and Standard English.

a) Use complete sentences.

b) Use the word I in compound subjects.
c) Use past and present verb tense.
d) Use adjectives correctly.
e) Use singular possessives.
f) Use commas in a simple series.
g) Use simple abbreviations.
h) Use apostrophes in contractions with pronouns and in possessives.
i) Use the articles a, an, and the correctly.
j) Use correct spelling including irregular plurals.
k) Indicate paragraphing by indenting or skipping a line.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand editing for To be successful with this standard, students are expected to
correct sentence formation, grammar,  write using complete sentences
capitalization, spelling, and punctuation  choose and use past and present verb tenses for clarity
makes the meaning of the writing clearer to  use singular possessives to demonstrate ownership
the reader.  use correct punctuation for commas in a simple series and apostrophes in contractions with
pronouns (e.g., I’d, we’ve).

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2017 English Standards of Learning Curriculum Framework: Third Grade
 STRAND: RESEARCH

Students will continue to identify and use appropriate resources to complete a research product. Students will understand plagiarism and will report
information using their own words. Teachers will encourage the development of research skills that are foundational to effective critical thinking and
responsible use of information. These skills are necessary for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should note that research can be collaborative, cross-curricular, and integrated throughout the year.
 Teachers should utilize librarian/media specialist’s expertise in teaching the research process.
 Teachers should teach students the difference between plagiarism and using their own words.
 Teachers should model responsible use of the Internet.

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 STRAND: RESEARCH

3.10 The student will demonstrate comprehension of information resources to research a topic and complete a research
product.

a) Construct questions about the topic.

b) Access appropriate resources.
c) Collect and organize information about the topic.
d) Evaluate the relevance of the information.
e) Avoid plagiarism and use own words.
f) Demonstrate ethical use of the Internet.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand how information should be  make decisions about which resource is best for locating a given type of information
collected, analyzed, organized, and  focus on a central topic
presented  develop a list of questions pertaining to a specific topic
 understand the difference between  use appropriate resources to gather information
plagiarism and using their own words  organize and present information orally and/or in writing
in writing.  review writing to check that the language and/or thoughts of another author are given
proper credit.

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2017 English Standards of Learning Curriculum Framework: Third Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

At the fourth-grade level, students will continue to increase communication and collaboration skills by working in diverse teams. To be contributing
participants in discussions, students will apply skills to effectively communicate ideas and opinions, while showing value for others’ contributions.
Students will deliver interactive, multimodal presentations and begin to examine media messages. Teachers will encourage the development of
effective, interpersonal communication and collaboration skills that are essential for success in future postsecondary education and workplace
environments.

Teacher Notes
 Please note student presentation skills may differ within classrooms.
 Teachers should explicitly teach effective presentation skills with audience involvement.
 Teachers should provide opportunities for students to create interactive, multimodal presentations.
 Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the
intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, movement).

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

4.1 The student will use effective oral communication skills in a variety of settings.

a) Listen actively and speak using appropriate discussion rules.

b) Contribute to group discussions across content areas.
c) Orally summarize information expressing ideas clearly.
d) Ask specific questions to gather ideas and opinions from others.
e) Use evidence to support opinions and conclusions.
f) Connect comments to the remarks of others.
g) Use specific vocabulary to communicate ideas.
h) Demonstrate the ability to collaborate with diverse teams, while sharing responsibility for the work.
i) Work respectfully with others, and show value for individual contributions.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand the process To be successful with this standard, students are expected to
of communicating effectively and working  participate in a range of discussions, building on others’ ideas and clearly stating thoughts,
collaboratively to accomplish a variety of opinions, and information
tasks and goals.  participate in a variety of collaborative discussions by
o following rules for discussions and assigned partner or group roles
o offering comments that are relevant to the topic of discussion
o asking appropriate questions to solicit knowledge and opinions from others
o supporting opinions with appropriate examples and details
o identifying reasons and evidence a speaker provides to support particular points
o communicating new ideas to others
o responding to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others
o reviewing key ideas expressed in discussions and explaining own ideas and
understanding
o distinguishing fact from opinion
o taking turns speaking during a discussion
o maintaining appropriate eye contact while listening
o respecting the comments of others, especially if the comments express opinions that

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

4.1 The student will use effective oral communication skills in a variety of settings.

are different from the student’s own.

4.2 The student will create and deliver multimodal, interactive presentations.

a) Locate, organize, and analyze information from a variety of multimodal texts.

b) Speak audibly with appropriate pacing.
c) Use language and style appropriate to the audience, topic, and purpose.
d) Make eye contact with the audience.
e) Ask and answer questions to gather or clarify information presented orally.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand how ideas To be successful with this standard, students are expected to
can be best organized and delivered for an  create and deliver multimodal presentations by
effective presentation. o reporting on a topic or text, telling a story, or recounting an experience in an
organized manner, using specific vocabulary, appropriate facts, and descriptive
details to support main ideas or themes
o organizing information around a central idea with supporting details and using
specific vocabulary
o speaking clearly, using appropriate voice level and speaking rate
o differentiating formal and informal language and style when appropriate to task
and situation (e.g., presentations, small-group discussions)
o selecting words and phrases to convey precise ideas
o using voice inflection for effect
o involving audience participation through planned interactions (e.g., questioning,
discussion, gathering responses, and movement)
 use active listening skills by
o looking at the speaker
o thinking about the main points the speaker is making
o taking notes.

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

4.3 The student will learn how media messages are constructed and for what purposes.

a) Differentiate between auditory, visual, and written media messages and their purposes.
b) Compare and contrast how ideas and topics are depicted in a variety of media and formats.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand attributes To be successful with this standard, students are expected to
of a constructed message (i.e., audience and  access media messages and identify what types of media are used
purpose).  determine the purpose of various media messages
 compare and contrast messages, facts, and opinions in multiple media formats.

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: READING

In fourth grade, there is an increased emphasis on reading comprehension by comparing fiction and nonfiction texts, identifying cause-and-effect
relationships, and differentiating between fact and opinion. Students will expand vocabulary using knowledge of roots, affixes, synonyms, antonyms,
and homophones. Teachers will encourage the development of reading skills that are foundational to effective comprehension and critical thinking.
These skills are essential for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers must provide increased opportunities for silent reading with options for student choice.
 Teachers should introduce students to longer and/or more complex texts both on grade level and above grade level.
 Vocabulary words should be culled from student reading instead of using random lists and should not be taught in isolation.
 Teachers should teach theme as a literary term with fiction texts and main idea with nonfiction texts. Please note these terms are not
interchangeable. However, identifying main idea in a paragraph or portion of text is an essential skill for comprehension.
 Please note teachers should introduce specific genres of fiction including, but not limited to, fantasy, humor, fable/fairy tale, realistic fiction,
historical fiction, and folklore/tall tales.
 Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast.
 Teachers should teach author’s purpose exclusively with nonfiction texts.
 Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
o Teachers may integrate the strands through the use of thematic units.
o Teachers should ask students to write about what they have read.

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: READING

4.4 The student will expand vocabulary when reading.

a) Use context to clarify meanings of unfamiliar words.

b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones to determine the meaning of new words.
c) Use word-reference materials.
d) Use vocabulary from other content areas.
e) Develop and use general and specialized vocabulary through speaking, listening, reading, and writing.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that the content and  use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
structure of a sentence, paragraph, or definitions, examples, or restatements of text)
reading selection can be used to  use clues in the context of a sentence, paragraph, or reading selection to predict and explain
determine the meaning of an the meanings of words that have more than one definition
unfamiliar word  use knowledge of affixes to read and understand the meanings of words
 understand that roots, affixes,  apply knowledge of synonyms and antonyms to understand the meanings of unfamiliar
synonyms, and antonyms can help a words
reader determine the meaning of  derive word meaning by using knowledge of homophones such as read/red, no/know,
unfamiliar words hear/here
 understand that word reference  use context to select the applicable definition of a word from a glossary or dictionary
resources can help a reader learn word  identify and consult the word-reference material(s), including the glossary, dictionary, and
meanings thesaurus, most likely to contain needed information to clarify word meaning
 understand the type of information  determine the meaning of general academic and content-specific words or phrases in a text.
found in word reference materials
such as a glossary, dictionary, and
thesaurus.

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: READING

4.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction texts, and poetry.

a) Describe how the choice of language, setting, and characters contributes to the development of plot.
b) Identify the theme(s).
c) Summarize events in the plot.
d) Identify genres.
e) Identify the narrator of a story and the speaker of a poem.
f) Identify the conflict and resolution.
g) Identify sensory words.
h) Draw conclusions/make inferences about text using the text as support.
i) Compare/contrast details in literary and informational nonfiction texts.
j) Identify cause and effect relationships.
k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency, accuracy, and meaningful expression.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand the essential elements and  describe how an author’s choice of language, setting, and characters develops the plot and
characteristics of fictional text, literary contributes to the sequence of events
nonfiction, and poetry  describe in depth a character, setting, or event, drawing on specific details from the text
 understand the similarities and (e.g., words, actions, or a character’s thoughts).
differences between literary and  identify literary nonfiction as a type of narrative text, which uses story elements and
informational nonfiction texts. language to share accurate information about real people, places, and events, including but
not limited to biography and autobiography
 identify genres including but not limited to: fantasy, humor, fable/fairy tale, realistic
fiction, historical fiction, folklore/tall tales
 identify the theme(s) of a text (e.g., friendship, survival, determination)
o thematic topic
o lessons learned
 summarize plot events using supporting details
 identify the main conflict and resolution in a poem, section of text, or book

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: READING

4.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction texts, and poetry.

 analyze the similarities and differences between paired fictional texts and informational
nonfiction texts (e.g., similar themes and topics, patterns of events)
 make connections between the text of a story and a visual/oral presentation of the text,
identifying where each version reflects specific descriptions and directions in the text
 identify sensory words that describe sights, sounds, smells, and tastes, and describe how
they contribute to the text
 refer to details, specific vocabulary, and examples in a text to draw conclusions/make
inferences
 use specific details to make, confirm, or revise predictions by
o identifying information from the text that supports or contradicts a prediction
o revising predictions based on new understandings
 demonstrate comprehension and apply strategies by writing about what is read
 read familiar text with fluency, accuracy, and meaningful expression
 read with sufficient accuracy and fluency to support comprehension.

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: READING

4.6 The student will read and demonstrate comprehension of nonfiction texts.

a) Use text features such as type, headings, and graphics to predict and categorize information.
b) Explain the author’s purpose.
c) Identify the main idea.
d) Summarize supporting details.
e) Draw conclusions and make inferences using textual information as support.
f) Distinguish between cause and effect.
g) Distinguish between fact and opinion.
h) Use reading strategies throughout the reading process to monitor comprehension.
i) Read with fluency, accuracy, and meaningful expression.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that nonfiction texts  explain how written text and accompanying graphics connect to convey meaning (e.g.,
provide information, explain a charts, graphs, diagrams, timelines, animations)
process, or persuade  explain author’s purpose for writing, which may include providing information, explaining
 understand text features serve a a process, or persuading an audience
purpose  identify the main idea and summarize supporting details
 understand that details and  draw conclusions and make inferences using information from the text
information from the text are used to  demonstrate comprehension and apply strategies to write about what is read.
draw conclusions and make
inferences.

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: WRITING

At the fourth-grade level, students will develop and build their reading and writing skills together. Students will use the writing process to plan, draft,
revise, and edit writing in a variety of forms to include narrative, descriptive, opinion, and expository. They will select and narrow a topic, develop a
plan for writing, and organize information into several paragraphs with a central idea and supporting details. The instructional focus will include an
emphasis on composing and written expression. Revising writing for clarity and editing for usage and mechanics will continue to be important at this
grade level. Teachers will encourage the development of writing skills that are foundational to effective written communication and critical thinking.
These skills are necessary for success in future postsecondary and workplace environments.

Teacher Notes
 Teachers will model the writing process for students.
 Teachers should refer to examples of writing in mentor texts.
 The focus of writing in fourth grade is narrative, descriptive, opinion, and expository.
 Teachers will teach students to develop related paragraphs including a clear topic sentence that focuses on the main idea.
 Teachers should integrate grammar with writing instruction.
 Teachers should use student writing to teach editing and peer-editing skills.
 Teachers may want to consult professional publications.
 Teachers should introduce students to the three domains of writing:
o Composing—focusing on a clear, central idea, providing elaboration and organization
o Written Expression— sentence variation, selected vocabulary and information, and word choice
o Usage/Mechanics— grammar, punctuation, and usage as appropriate for the grade level
 Teachers should use writing conferences and portfolios to monitor student progress.
 Teachers should provide opportunities for independent writing and options for student choice.

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: WRITING

4.7 The student will write in a variety of forms to include narrative, descriptive, opinion, and expository.

a) Engage in writing as a process.

b) Select audience and purpose.
c) Narrow the topic.
d) Use a variety of prewriting strategies.
e) Recognize different forms of writing have different patterns of organization.
f) Organize writing to convey a central idea.
g) Write a clear topic sentence focusing on the main idea.
h) Write related paragraphs on the same topic.
i) Elaborate writing by including details to support the purpose.
j) Express an opinion about a topic and provide fact-based reasons for support.
k) Use transition words and prepositional phrases for sentence variety.
l) Utilize elements of style, including word choice and sentence variation.
m) Revise writing for clarity of content using specific vocabulary and information.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that writers use the writing  write focusing on the composing domain features of central idea, organization, unity, and
process including planning, drafting, elaboration
revising, editing, and publishing  write focusing on the written expression domain features of word choice, specific
 understand the domains of writing vocabulary, and sentence variety
include composing, written  use mentor texts as an example of writing
expression, and usage/mechanics.  produce clear and coherent writing in which the development and organization are
appropriate to the purpose and audience
 recognize different forms of writing have different patterns of organization
o descriptive/expository
 clearly introduce a topic and organize information in paragraphs
 use facts, definitions, opinions, quotations, details, or other examples and
information to develop the topic
 use specific vocabulary to inform and explain the topic; and provide a

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 STRAND: WRITING

4.7 The student will write in a variety of forms to include narrative, descriptive, opinion, and expository.

conclusion related to the topic

o narrative
 organize an event sequence that unfolds naturally
 use transition words and phrases for sentence variety
 provide a conclusion
 use specific vocabulary to develop a story
o opinion
 state a clear opinion
 provide multiple facts as reasons for support
 provide a conclusion
 organize thoughts to convey a central idea before writing
 use a variety of prewriting strategies
 focus, organize, and elaborate to construct an effective, cohesive message for the reader
 select specific information to guide readers more purposefully through the piece
 use specific vocabulary and vivid word choice
 link ideas within paragraphs using transition words and phrases
 include sentences of various lengths and beginnings to create a rhythm
 use available word reference resources (e.g., dictionary and thesaurus) to assist in revising
writing
 use facts and details in sentences to elaborate on the main idea.

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: WRITING

4.8 The student will self- and peer-edit writing for capitalization, spelling, punctuation, sentence structure,
paragraphing, and Standard English.

a) Use subject-verb agreement.

b) Eliminate double negatives.
c) Use noun-pronoun agreement.
d) Use commas in series, dates, and addresses.
e) Correctly use adjectives and adverbs.
f) Use quotation marks with dialogue.
g) Use correct spelling, including common homophones.
h) Use singular possessives.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand that editing To be successful with this standard, students are expected to
for correct sentence formation, grammar,  apply knowledge of the usage/mechanics writing domain
capitalization, spelling, and punctuation  use subject-verb agreement (i.e., singular nouns with singular verbs; plural nouns with
makes the meaning of the writing clearer to plural verbs)
the reader.  use knowledge of sentence structure to form complete sentences
 use noun/pronoun agreement
 use reflexive pronouns correctly (e.g., myself, ourselves)
 differentiate between and correctly use adjectives and adverbs (e.g., use adverbs instead of
adjectives where appropriate, “He played really well.” instead of “He played real well.”)
 use a rubric to self- or peer- assess writing.

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: RESEARCH

Students will demonstrate comprehension of the research process by evaluating the relevance and reliability of information collected to create a
research product. Additionally, students will integrate the information while avoiding plagiarism. Teachers will encourage the development of
research skills that are foundational to effective critical thinking and responsible use of information. These skills are necessary for success in future
postsecondary education and workplace environments.

Teacher Notes
 Teachers should note that research can be collaborative, cross-curricular, and integrated throughout the year.
 Teachers should use the librarian/media specialist’s expertise in teaching the research process.
 Teachers should make students aware of possible consequences of plagiarism.
 Teachers should emphasize giving credit to all sources used when gathering information, including music and graphics.
 Teachers should model responsible use of the Internet.

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: RESEARCH

4.9 The student will demonstrate comprehension of information resources to create a research product.

a) Construct questions about a topic.

b) Collect and organize information from multiple resources.
c) Evaluate the relevance and reliability of information.
d) Give credit to sources used in research.
e) Avoid plagiarism and use own words.
f) Demonstrate ethical use of the Internet.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand how information is to be  formulate questions about a topic and gather information by identifying, locating,
collected, analyzed, organized, and exploring, and effectively using a variety of sources
presented.  recognize, select, organize, and record information pertinent to the topic
 understand the importance of avoiding  decide if information is relevant to the topic and reliable for use
plagiarism and giving credit to sources  identify search terms to use in searching for information
when gathering and reporting  skim to find information related to a topic
information and ideas.  evaluate and synthesize related information from two or more sources
 develop notes that include important concepts, summaries, and identification of
information sources
 give credit to sources used
 avoid plagiarism by giving credit whenever using another person’s media, facts, graphics,
music, and quotations.

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2017 English Standards of Learning Curriculum Framework: Fourth Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

98
2017 English Standards of Learning Curriculum Framework: Fifth Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

At the fifth-grade level, students will demonstrate the ability to collaborate with diverse teams by working respectfully with others, using active
listening skills, and showing value for individual contributions. Students will create and deliver interactive multimodal presentations. Students will
compare/contrast a variety of techniques used in media messaging. Teachers will encourage the development of effective interpersonal
communication and collaboration skills that are essential for success in future postsecondary education and workplace environments.

Teacher Notes
 Please note student presentation skills may differ within classrooms.
 Teachers should explicitly teach effective presentation skills with audience involvement.
 Teachers should provide opportunities for students to create interactive, multimodal presentations.
 Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the
intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, movement).

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2017 English Standards of Learning Curriculum Framework: Fifth Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

5.1 The student will use effective oral communication skills in a variety of settings.

a) Listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
b) Participate in and contribute to discussions across content areas.
c) Summarize information gathered in group activities.
d) Orally express ideas clearly in pairs, diverse groups, and whole-class settings.
e) Use evidence to support opinions and conclusions.
f) Summarize the main points a speaker makes, and connect comments to the remarks of others.
g) Demonstrate the ability to collaborate with diverse teams while sharing responsibility for the work.
h) Work respectfully with others and show value for individual contributions.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand how to prepare, summarize,  participate in a range of discussions building on others’ ideas and clearly stating thoughts,
present, and use information gathered opinions, and information
in group activities  follow rules for discussions and assigned group roles
 understand the process of  participate as active listeners in group learning activities by
communicating effectively and o listening for main ideas
working collaboratively to accomplish o listening for sequence of ideas
a variety of tasks and goals. o taking notes
 participate as informed contributors in group learning activities by
o asking and answering questions at appropriate times
o responding to specific questions by making comments that contribute to the
discussion and elaborating on the remarks of others
o communicating new ideas to others
o clarifying confusing points
o summarizing main ideas
o organizing information from group discussions for presentation
o preparing a prewriting tool (e.g., outline, web, or graphic organizer) for
presentation prior to delivery
 collaborate with diverse teams while respecting individual contributions

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2017 English Standards of Learning Curriculum Framework: Fifth Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

5.1 The student will use effective oral communication skills in a variety of settings.

 work independently on group-related tasks.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

5.2 The student will create multimodal presentations that effectively communicate ideas.

a) Effectively use verbal and nonverbal communication skills to plan and deliver collaborative and individual, formal, and informal
interactive presentations.
b) Maintain eye contact with listeners.
c) Organize content sequentially around major ideas.
d) Use language and style appropriate to the audience, topic, and purpose.
e) Ask and answer questions to gather or clarify information presented orally.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand how ideas can be best  demonstrate appropriate eye contact with listeners
organized and delivered for an  use appropriate facial expressions and gestures to support, accentuate, or dramatize the
effective presentation message
 understand how gestures, facial  speak clearly at an understandable pace
expressions, posture, and body  use acceptable posture, according to the setting and the audience
language affect delivery of the  select information that develops the topic and is appropriate for the audience
message.  report on a topic or text, sequencing ideas logically and using relevant facts and
descriptive details to support main ideas or themes
 narrow the topic
 put information in order, providing an overview of the information at the beginning or a
summary of the information at the end
 use multimodal tools to enhance presentations
 use specific vocabulary to enhance presentations.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

5.3 The student will learn how media messages are constructed and for what purposes.

a) Identify the purpose and audience of auditory, visual, and written media messages.
b) Identify the characteristics and effectiveness of a variety of media messages.
c) Compare and contrast techniques used in a variety of media messages.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand how to deconstruct media  access media messages and identify what types of media are used
messages by looking at several  identify the attributes of a constructed message (i.e., authorship, format, audience, content,
attributes (e.g., authorship, format, and purpose)
audience, content, and purpose)  deconstruct several types of media messages by addressing the main question(s) raised by
 understand how to evaluate the the media attributes
effectiveness of a media message by  compare/contrast techniques used effectively in a variety of media messages (e.g.,
examining the various attributes of animation, famous images and logos, music and sound, photo-editing)
messages.  create media messages (e.g., videos, podcasts, print advertisements) for evaluation,
focusing on effectiveness of the message.

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2017 English Standards of Learning Curriculum Framework: Fifth Grade
 STRAND: READING

Students will continue to expand vocabulary using knowledge of roots, affixes, synonyms, antonyms, and homophones. In fifth grade, there is an
emphasis on reading comprehension by comparing fiction and nonfiction texts. In fiction texts, students will explain plot development and conflict
resolution and differentiate between first and third person points of view. Fifth grade instruction emphasizes nonfiction reading; students will identify
authors’ organizational patterns and use texts to support opinions and conclusions. Teachers will encourage the development of reading skills that are
foundational to effective comprehension and critical thinking. These skills are essential for success in future postsecondary education and workplace
environments.

Teacher Notes
 Vocabulary words should be culled from student reading instead of using random lists and should not be taught in isolation.
 Teachers must provide opportunities for silent reading with options for student choice.
 Teachers should introduce students to longer, more complex texts both on grade level and above grade level.
 Teacher should teach figurative language using fiction and nonfiction texts.
 Teachers should teach theme as a literary term with fiction texts and main idea with nonfiction texts. Please note these terms are not
interchangeable. However, identifying main idea in a paragraph or portion of text is an essential skill for comprehension.
 Please note teachers should introduce specific genres of fiction including, but not limited to, fantasy, humor, fable/fairy tale, realistic fiction,
historical fiction, folklore/tall tales, mythology, and mystery.
 Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast. Although the
standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using paired
passages with a variety of texts.
 Teachers should teach author’s purpose exclusively with nonfiction texts.
 Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
o Teachers may integrate the strands through the use of thematic units.
o Teachers should ask students to write about what they have read.

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2017 English Standards of Learning Curriculum Framework: Fifth Grade
 STRAND: READING

5.4 The student will expand vocabulary when reading.

a) Use context to clarify meaning of unfamiliar words and phrases.

b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones to determine the meaning of new words.
d) Identify an author’s use of figurative language.
e) Use word-reference materials.
f) Develop and use general and specialized content-area vocabulary through speaking, listening, reading, and writing.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that the content and  use context as a clue to infer the correct meanings of unfamiliar words and phrases
structure of a sentence, paragraph, or  use context and sentence structure to determine meanings and differentiate among multiple
reading selection can help the reader meanings of words
determine the meaning of an  apply knowledge of roots, affixes synonyms, antonyms, and homophones
unfamiliar word  identify the meaning of Greek and Latin affixes
 understand that roots, affixes,  identify when an author uses figurative language
synonyms, and antonyms can help the  use word references and context clues to determine which meaning is appropriate in a
reader determine the meaning of given situation
unfamiliar words  select and use the word-reference material, such as a dictionary, glossary, or thesaurus, that
 understand that word reference is most likely to contain the information needed.
resources can help the reader learn
word meanings
 understand the type of information
found in word reference materials
such as a glossary, dictionary, and
thesaurus.

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 STRAND: READING

5.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry.

a) Summarize plot events using details from text.

b) Discuss the impact of setting on plot development.
c) Describe character development.
d) Identify theme(s).
e) Explain the resolution of conflict(s).
f) Identify genres.
g) Differentiate between first and third person point of view.
h) Differentiate between free verse and rhymed poetry.
i) Explain how an author’s choice of vocabulary contributes to the author’s style.
j) Draw conclusions and make inferences with support from the text.
k) Identify cause and effect relationships.
l) Compare/contrast details in literary and informational nonfiction texts.
m) Use reading strategies throughout the reading process to monitor comprehension.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand the essential elements and  summarize important plot events, using specific details from the text
characteristics of fictional text, literary  describe how characters are developed by
nonfiction, and poetry o what a character says
 understand the similarities and o what a character thinks
differences between literary and o what a character does
informational nonfiction texts. o what other characters in the story say or think about them.
 describe how some characters change and how some characters stay the same
 identify and explain the main conflict and resolution of the plot
 identify the events in sequence that lead to resolution of the conflict
 discuss why an author might have used particular words and phrases
 determine who is telling the story and identify if the point-of-view is first or third person
 identify the theme(s) of a text
o thematic topic

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 STRAND: READING

5.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry.

o lessons learned
 refer to details, specific vocabulary, and examples in a text to draw conclusions/make
inferences
 make, confirm, or revise predictions
 demonstrate comprehension and apply strategies to write about what is read
 identify genres, including, but not limited to, fantasy, humor, fable/fairy tale, realistic
fiction, historical fiction, folklore/tall tales, mythology, mystery
 analyze the similarities and differences between paired fictional texts and informational
nonfiction texts (e.g., similar themes and topics, patterns of events).

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 STRAND: READING

5.6 The student will read and demonstrate comprehension of nonfiction texts.

a) Use text features such as type, headings, and graphics, to predict and categorize information.
b) Skim materials to develop a general overview of content and to locate specific information.
c) Identify the main idea.
d) Summarize supporting details.
e) Identify organizational pattern(s).
f) Identify transitional words and phrases that signal an author’s organizational pattern.
g) Locate information from the text to support opinions, inferences, and conclusions.
h) Identify cause and effect relationships.
i) Differentiate between fact and opinion.
j) Compare and contrast details and ideas within and between texts.
k) Use reading strategies throughout the reading process to monitor comprehension.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand how organizational  determine the main idea of a text and summarize supporting key details
patterns make the information easier  identify organizational patterns such as cause and effect, comparison/contrast,
to comprehend problem/solution, and chronological order
 understand that ideas and topics are  recognize transitional words and phrases authors use to signal organizational patterns,
presented differently by different including, but not limited to,
authors o cause and effect (e.g., if, then)
 understand that readers draw o comparison/contrast- (e.g, similarly, on the other hand)
conclusions and make inferences o chronological (e.g., today, meanwhile)
based on details and information from o problem/solution (e.g., the issue is, a possible remedy)
the text.  draw conclusions and make inferences using the text as support
 compare and contrast two accounts or perspectives of the same event or topic
 read texts with fluency, accuracy, and meaningful expression
 demonstrate comprehension and apply strategies to write about what is read.

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 STRAND: WRITING

At the fifth grade level, students will continue to develop as readers and writers as they write in a variety of forms including narrative, descriptive,
expository, and persuasive. Students will write multiparagraph compositions including evidence to inform or persuade an audience. Precise and
descriptive vocabulary and varied sentence structure will become important tools for creating tone and voice within a text. Students will be expected
to have greater control over the conventions of writing. Teachers will encourage the development of writing skills that are foundational to effective
written communication and critical thinking. These skills are necessary for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers will model the writing process for students.
 Teachers should refer to examples of writing in mentor texts.
 The focus of writing in fifth grade is narrative, descriptive, persuasive, and expository.
 Teachers should integrate grammar with writing instruction throughout the academic year.
 Teachers should use student writing to teach editing and peer editing skills.
 Teachers may want to consult professional publications.
 Teachers should instruct students in the features of the three domains of writing:
o Composing—focusing on a clear, central idea, providing elaboration, organization, and unity
o Written Expression—sentence variation, selected information, word choice, voice, and tone
o Usage/Mechanics—grammar, punctuation, and usage as appropriate for the grade level
 Teachers should use writing conferences and portfolios to monitor student progress.
 Teachers should provide opportunities for independent writing and options for student choice.
 Teachers should provide the opportunity for students to have practice writing on demand, for shorter time frames, and over extended periods
of time.

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 STRAND: WRITING

5.7 The student will write in a variety of forms to include narrative, descriptive, expository, and persuasive.

a) Engage in writing as a process.

b) Select audience and purpose.
c) Use a variety of prewriting strategies.
d) Introduce and develop a topic, incorporating evidence and supporting details.
e) Organize information to convey a central idea.
f) Recognize different forms of writing have different patterns of organization, including story structure for narrative writing.
g) Write a clear topic sentence focusing on the main idea.
h) Clearly state a position, including supporting reasons and evidence to persuade the intended audience.
i) Write multiparagraph compositions.
j) Use precise and descriptive vocabulary to create tone and voice.
k) Vary sentence structure by using transition words and prepositional phrases.
l) Revise writing for clarity of content, using specific vocabulary and information.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that writers use the writing  write focusing on the composing domain features of central idea, organization, unity, and
process, including planning, drafting, elaboration
revising, editing, and publishing  write focusing on the written expression domain features of word choice, specific
 understand the domains of writing vocabulary, tone, voice, and sentence variety
include composing, written  produce a clear and coherent written piece in which the development and organization are
expression, and usage/mechanics appropriate to purpose and audience
 understand voice shows an author’s  recognize different forms of writing have different patterns of organization
personality, awareness of audience, o descriptive/expository
and passion for the topic, adding  clearly introduce a topic and organize information in paragraphs
liveliness and energy to writing.  use facts, definitions, opinions, quotations, details, or other examples and
information to develop the topic
 use specific vocabulary to inform and explain the topic
 provide a conclusion related to the topic
o narrative

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 STRAND: WRITING

5.7 The student will write in a variety of forms to include narrative, descriptive, expository, and persuasive.

 organize an event sequence that unfolds naturally

 use transition words and phrases
 use narrative techniques, such as dialogue, description, and pacing to
develop experiences or characters
 provide a conclusion
o persuasive
 introduce the position
 provide evidence to support the position
 provide points for the opposite side and argue against them
 provide a conclusion
 use mentor texts as an example of writing
 focus, organize, and elaborate to construct an effective message for the reader
 write a clear topic sentence focusing on the main idea
 purposefully select language to demonstrate an awareness of the intended audience
 select specific information to guide readers more purposefully through the piece
 write multiparagraph compositions focused on a central idea, organizing related
information in paragraphs
 choose precise, descriptive vocabulary and information to create tone and voice
 revise writing by consulting with peers or adults
 include sentences of various lengths and beginnings to create a rhythm
 vary sentence structure by using transition words and phrases
 clarify writing when revising
 include supporting details that elaborate the main idea.

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 STRAND: WRITING

5.8 The student will self- and peer-edit writing for capitalization, spelling, punctuation, sentence structure,
paragraphing, and Standard English.

a) Use plural possessives.

b) Use adjective and adverb comparisons.
c) Use interjections.
d) Use prepositional phrases.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters, items in a series, and to indicate direct address.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Use coordinating conjunctions.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand that editing To be successful with this standard, students are expected to
for correct sentence formation, grammar,  punctuate correctly
capitalization, spelling, and punctuation o apostrophes in contractions (e.g., isn’t), and possessives (e.g., Jan’s);
makes the meaning of the writing clearer to o commas (e.g., items in a series, to set off the words yes and no; and to indicate
the reader. direct address [“Is that you, Zoe?”])
o quotation marks with dialogue
o hyphens to divide words at the end of a line
 indicate titles of works by using underlining, quotation marks, or italics
 use adverb comparisons (e.g., fast, faster, fastest)
 use adjective comparisons (e.g., big, bigger, biggest)
 use adverbs instead of adjectives where appropriate (e.g., “He played really well.” instead
of “He played real well.”)
 use a comma to separate coordinate adjectives (e.g., “It was a fascinating, enjoyable
movie”)
 use a comma to separate an introductory element from the rest of the sentence

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 STRAND: WRITING

5.8 The student will self- and peer-edit writing for capitalization, spelling, punctuation, sentence structure,
paragraphing, and Standard English.

 use plural possessives, (e.g., “The books’ covers are torn.”)

 use interjections (e.g., “Yikes, look at the size of that bug!”)
 form and use the perfect (e.g., “I had walked; I have walked; I will have walked.”) verb
tenses
 use verb tense to convey various times, sequences, states, and conditions
 edit to correct fragments and run-ons
 use a rubric to self- and peer- assess writing.

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 STRAND: RESEARCH

Students will demonstrate comprehension of the research process by evaluating the relevance, reliability, and credibility of information collected.
Students will learn to evaluate and synthesize information to use in their oral, visual, written, or multimodal research product. Students will
understand there are consequences of plagiarism. Teachers will encourage the development of research skills that are foundational to effective critical
thinking and responsible use of information. These skills are necessary for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should note that research can be collaborative, cross-curricular, and integrated throughout the year.
 Teachers should use the librarian/media specialist’s expertise in teaching the research process.
 Teachers should make students aware of possible consequences of plagiarism.
 Teachers should emphasize giving credit to all sources used when gathering information, including music and graphics.
 Teachers should demonstrate and encourage responsible use of the Internet.

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 STRAND: RESEARCH

5.9 The student will find, evaluate, and select appropriate resources to create a research product.

a) Construct questions about a topic.

b) Collect and organize information from multiple resources.
c) Evaluate the relevance, reliability, and credibility of information.
d) Give credit to sources used in research.
e) Avoid plagiarism and use own words.
f) Demonstrate ethical use of the Internet.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 recognize, organize, and record  formulate research questions based on a topic
information pertinent to the topic and  identify search terms to use when searching for information
blend ideas accurately  analyze and use information presented on charts, maps, and graphs
 understand how information is to be  skim to find information related to a topic
collected, analyzed, evaluated,  select information that is related to the topic
organized, and presented  decide if information is relevant to the topic and reliable and credible for use
 understand the importance of avoiding  evaluate and synthesize related information from two or more sources
plagiarism and giving credit to sources  develop notes that include important concepts, summaries, and identification of
when gathering and reporting information sources
information and ideas  summarize or paraphrase information in notes and finished work
 understand that there are  prevent plagiarism and its consequences by giving credit to authors when ideas or specific
consequences of plagiarism, according words are used in research
to the guidelines established by local
 avoid plagiarism by giving credit whenever using another person’s media, facts, graphics,
school divisions.
music, and quotations.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

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2017 English Standards of Learning Curriculum Framework: Sixth Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

At the sixth-grade level, students will demonstrate the ability to work with diverse teams working respectfully with others, participating both as a
facilitator and as a contributor. Small-group analysis and self-analysis of the effectiveness of communication will be introduced. Students will
continue to deliver multimodal presentations individually and in collaborative groups. Students will also interpret information presented in diverse
media formats. Teachers will emphasize the importance of effective interpersonal communication and collaboration skills that are essential for
success in future postsecondary education and workplace environments.

Teacher Notes
 Please note presentation skills may differ within classrooms.
 Teachers should provide opportunities for students to create and deliver interactive, multimodal presentations.
 Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the
intended message (e.g, graphics, written language, moving images, music, audio, presentation technologies, movement).
 Teachers should provide opportunities for students to work in collaborative settings.
 Teachers should provide instruction on how to give constructive, respectful, and productive feedback.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

6.1 The student will use effective oral communication skills in a variety of settings.

a) Listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
b) Participate as a facilitator and a contributor in a group.
c) Participate in collaborative discussions with partners building on others’ ideas.
d) Ask questions to clarify the speaker’s purpose and perspective.
e) Summarize the main points a speaker makes.
f) Summarize and evaluate group activities.
g) Analyze the effectiveness of participant interactions.
h) Evaluate own contributions to discussions.
i) Demonstrate the ability to collaborate with diverse teams.
j) Work respectfully with others and show value for individual contributions.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand verbal and To be successful with this standard, students are expected to
nonverbal feedback from the audience  ensure that all group members participate in the exchange of information
should be used to evaluate contributions.  evaluate the effectiveness of the contributions of participants in a variety of roles in a
discussion group
 use strategies that contribute to the discussion
 receive and understand feedback from others
 pose and respond to questions
 restate briefly and critically the main idea(s) discussed within a group
 use active listening to focus on what is said and what is implied
 retain and rethink ideas based on what is heard
 infer and assimilate new ideas.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

6.2 The student will create multimodal presentations that effectively communicate ideas.

a) Use effective verbal and nonverbal communication skills to deliver multimodal presentations.
b) Use language and vocabulary appropriate to audience, topic, and purpose.
c) Give collaborative and individual formal and informal interactive presentations.
d) Paraphrase and summarize key ideas of a presentation.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that each member brings a  create a presentation that uses two or more communication modes to make meaning (e.g.,
unique viewpoint to the group still or moving images, gestures, spoken language and written language)
 understand paraphrasing and summarizing  plan and deliver a multimodal presentation using the following steps:
means restating the main points more o determine topic and purpose
succinctly than the original presentation o identify the intended audience
 understand nonverbal communication and o choose vocabulary appropriate to topic, purpose, and audience
its impact and use it purposefully  use strategies for summarizing, such as
 understand that using more than one o deleting trivial and/or redundant information
communication mode creates a more o substituting a general term for a list
effective presentation. o creating a main idea statement
 demonstrate appropriate eye contact with listeners
 speak clearly at an understandable pace with appropriate tone and volume
 use acceptable posture according to the setting and the audience.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

6.3 The student will determine the purpose of media messages and examine how they are constructed.

a) Compare and contrast techniques used in a variety of media messages.

b) Identify the characteristics and effectiveness of a variety of media messages.
c) Interpret information presented in diverse media formats and explain how it contributes to the topic.
d) Craft and publish audience-specific media messages.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that all media messages are  deconstruct and compare/contrast several types of media messages
intentionally constructed to impact a  identify elements of media literacy (e.g., authorship, format, audience, content, purpose)
specific audience o Who created the message?
 understand that a public service o What techniques are used to attract attention?
announcement (PSA) is an advertisement o How might different people react differently to this message?
for the benefit of the public and the o What values, lifestyles and points of view are represented in, or omitted from, this
purpose can be to raise awareness message?
 understand the effectiveness of any media o What is the purpose of this message?
message is determined by the results  recognize production elements in media are composed based on audience and purpose
and/or impact on the intended audience.  create media messages, such as public service announcements, aimed at a variety of
audiences with different purposes
 integrate information presented in different media or formats (e.g., visual, quantitative) as
well as in words to develop a coherent understanding of a topic or issue
 understand that there are different camera angles and shots and each serves a specific
purpose
 compare and contrast reading to, listening, or viewing an audio, video, or live version of
the same text and discuss the impact.

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 STRAND: READING

Students will begin the study of word origins and continue vocabulary development. There is a continued emphasis on reading comprehension by
comparing fiction and nonfiction texts. In fiction texts, students will identify elements of narrative structure including identifying theme and
analyzing figurative language. In sixth grade, there is an increased emphasis on nonfiction reading by creating objective summaries and drawing
inferences using textual evidence. These critical-thinking skills are foundational to technical reading and writing and are transferable across content
areas. These skills are essential for success in future postsecondary education and workplace environments.

Teacher Notes
 Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
o Thematic units and cross-curricular units are effective methods to integrate multiple strands.
o Teachers should have students write about what they have read.
 Vocabulary words should be culled from student reading rather than from prescribed lists and should not be taught in isolation.
 There is not a specific list of Greek and Latin roots. Teachers may want to consult professional publications.
 While whole-group instruction can be centered on a shared text, teachers should also provide opportunities for student choice with both
fiction and nonfiction texts.
 Teachers should introduce students to longer, more complex texts both on grade level and above grade level.
 Teachers should teach figurative language using fiction and nonfiction texts.
 Teachers should teach theme as a literary term with fiction texts and main idea with nonfiction texts. However, main idea is a skill that is still
essential in comprehending all texts. Please note these terms are not interchangeable.
 Teachers should teach a balance of fiction (including poetry) and nonfiction throughout the academic year.
 Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using
paired passages with a variety of texts.
 Teachers should have students refer to the text(s) for support.
 Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast.

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 STRAND: READING

6.4 The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.

a) Identify word origins and derivations.

b) Use roots, affixes, synonyms, and antonyms to expand vocabulary.
c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
d) Identify and analyze the construction and impact of figurative language.
e) Use word-reference materials.
f) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that word structure can be  use common Greek or Latin affixes and roots as clues to the meaning of a word (e.g., aud –
analyzed to show relationships among hearing, listening, or sound audience, auditory, audible)
words  separate and recombine known word parts to predict the meaning of unfamiliar words, such
 understand that affixes and Greek and as separating poly from polygon and phone from telephone to predict the meaning of
Latin roots are clues to determine polyphony
meanings of words  use context clues to determine meanings of unfamiliar words in text, such as examples,
 recognize that many words have restatements, and contrast
multiple meanings and that context  identify figurative language in text, including simile, hyperbole, and personification
and dictionaries are both supportive in  consult word reference materials to find the pronunciation of a word or to determine or
determining which meaning is most clarify its meaning
appropriate  determine or clarify the meaning of unknown and multiple-meaning words and phrases
 recognize that figurative language based on reading and content.
enriches text.

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 STRAND: READING

6.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and
poetry.

a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
b) Describe cause-and-effect relationships and their impact on plot.
c) Explain how an author uses character development to drive conflict and resolution.
d) Differentiate between first and third person point of view.
e) Describe how word choice and imagery contribute to the meaning of a text.
f) Draw conclusions and make inferences using the text for support.
g) Identify the characteristics of a variety of genres.
h) Identify and analyze the author’s use of figurative language.
i) Compare/contrast details in literary and informational nonfiction texts.
j) Identify transitional words and phrases that signal an author’s organizational pattern.
k) Use reading strategies to monitor comprehension throughout the reading process.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that the author uses images  identify setting as time and place
to craft a message and create  explain plot as
characters o the development of the central conflict and resolution
 understand that literary nonfiction o the sequence of events in the story
includes biography, autobiography, o the writer’s map for what happens, how it happens, to whom it happens, when it
and personal essay happens, why it happens, and where it happens
 understand that poetry can be rhymed,  identify characters as protagonist and antagonist
unrhymed, and/or patterned  identify point of view and distinguish between first and third person
 understand that imagery and figurative  identify characterization as the way an author presents a character and character traits are
language enrich texts revealed by
 recognize an author’s craft as the o what a character says
purposeful choice of vocabulary, o what a character thinks
sentence formation, voice, and tone. o what a character does
o how other characters respond to the character

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 STRAND: READING

6.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and
poetry.

 determine a theme(s) and explain how it is developed through specific details

 identify internal and external conflicts, including
o internal conflicts within characters
o external conflicts between characters
 describe how a fictional plot is often episodic, and how characters develop as the plot
moves toward a resolution
 notice an author’s craft, including use of
o language patterns
o sentence variety
o vocabulary
o imagery
o figurative language
o word choice to develop mood and tone
 differentiate among a variety of fictional genres, including short story, novel, and drama
 recognize and analyze an author’s use of figurative language including
o simile
o hyperbole
o metaphor
o personification
 differentiate between narrative and poetic forms
 recognize poetic forms, including, but not limited to,
o haiku
o limerick
o ballad
o free verse
 recognize poetic elements in prose and poetry, including, but not limited to,
o rhyme
o rhythm

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 STRAND: READING

6.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and
poetry.

o repetition
o alliteration
o onomatopoeia
 describe how characters change as a result of incidents in the plot
 identify how transitional words signal an author’s organization, such as words indicating
time, cause and effect, or indicating more information
 compare and contrast two or more texts on the same topic or with similar themes
 use evidence from the text(s) for support when drawing conclusions and making inferences
 analyze how an individual, event, or idea is introduced, illustrated, and elaborated in a text
(e.g., through examples or anecdotes)
 demonstrate comprehension and apply strategies to write about what is read.

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 STRAND: READING

6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

a) Skim materials using text features such as type, headings, and graphics to predict and categorize information.
b) Identify main idea.
c) Summarize supporting details.
d) Create an objective summary including main idea and supporting details.
e) Draw conclusions and make inferences based on explicit and implied information.
f) Identify the author’s organizational pattern(s).
g) Identify transitional words and phrases that signal an author’s organizational pattern.
h) Differentiate between fact and opinion.
i) Identify cause-and-effect relationships.
j) Analyze ideas within and between selections, providing textual evidence.
k) Use reading strategies to monitor comprehension throughout the reading process.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 recognize an author’s patterns of  preview texts using text features such as, but not limited to,
organization can be an aid to o boldface and/or italics type
comprehension o type set in color
 recognize an author’s use of technical o vocabulary
vocabulary o graphics
 understand text features are created o headings and subheadings
purposefully and are an aid to  identify common patterns of organizing text including
comprehension o chronological or sequential
 understand that all texts contain o comparison/contrast,
messages stated or implied by an o cause and effect
author
o problem-solution
 understand that there are strategies
o generalization
including context, structural analysis,
o process
and reference sources, for determining
the meaning of unfamiliar and  use context, structural analysis, and reference sources to determine the meaning of
unfamiliar and technical vocabulary

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 STRAND: READING

6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

technical vocabulary  make inferences and draw conclusions using the text(s) for support
 understand that skilled readers of  identify similarities and differences in the information found in several sources about the
nonfictional texts apply different same topic
reading strategies.  use strategies and rules for summarizing, such as
o delete trivia and redundancy
o substitute a general term for a list
o find or create a main idea statement
 summarize the text without providing a personal opinion
 demonstrate comprehension and apply strategies to write about what is read.

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 STRAND: WRITING

At the sixth-grade level, students will continue to develop as readers and writers. Students will also plan, draft, revise, and edit writing in a variety of
forms with an emphasis on narrative and reflective writing. Students will write multiparagraph compositions with an emphasis on the development of
elaboration and unity. Additionally, students will be introduced to writing thesis statements. Students will be expected to have greater control over
the conventions of writing. Teachers will emphasize the importance of effective critical-thinking skills that lead to success in future postsecondary
education and workplace environments.

Teacher Notes
 Teachers should recognize the difference between teaching writing and assigning writing.
 Teachers will model the recursive writing process for students.
 Teachers should refer to examples of writing in mentor texts.
 Teachers should recognize that there is not a required number of paragraphs or prescribed structure. Requiring students to use a prescribed
model (i.e., five paragraphs) often produces formulaic writing and limits student expression.
 The focus of writing in sixth grade is narrative and reflective.
 Teachers may want to consult professional publications.
 Three examples of reflective writing include the following:
o Technical— – which includes what worked or did not work and reasons why, problem-solving techniques, and theories that were used
or tested
o Collaborative— – which is centered on team dynamics, how everyone worked together and why, and what worked or did not work
and why
o Individual—focused on questions such as “What did I learn?” “How did I learn it?” and “What could I have done better?”
 Teachers should integrate grammar with writing instruction throughout the academic year.
 Teachers should use student writing to teach editing and peer editing skills. Teachers may want to consult professional publications.
 Teachers should instruct students in the features of the three domains of writing:
o Composing-focusing on a clear, central idea; providing elaboration; organization and unity
o Written Expression—sentence variation, selected information, word choice, voice, and tone
o Usage/Mechanics—grammar, punctuation, capitalization, and usage as appropriate for the grade level
 Teachers should use writing conferences and portfolios to monitor student progress.
 Teachers should provide the opportunity for students to have practice writing on demand, for shorter time frames, and over extended periods
of time.
 Teachers should provide opportunities for student choice with topic, audience, and purpose.

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 STRAND: WRITING

6.7 The student will write in a variety of forms, to include narrative, expository, persuasive, and reflective, with an
emphasis on narrative and reflective writing.

a) Engage in writing as a recursive process.

b) Choose audience and purpose.
c) Use a variety of prewriting strategies to generate and organize ideas.
d) Organize writing to fit mode or topic.
e) Write narratives to include characters, plot, setting, and point of view.
f) Establish a central idea, incorporating evidence and maintaining an organized structure.
g) Compose a thesis statement for expository and persuasive writing.
h) Write multiparagraph compositions with elaboration and unity.
i) Use transition words and phrases.
j) Select vocabulary and information to enhance the central idea, tone, and voice.
k) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
l) Revise writing for clarity of content including specific vocabulary and information.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that writing requires a  compose with attention to central idea, unity, elaboration, and organization
recursive process that includes  analyze and use mentor texts as models for writing
planning, drafting, revising, editing,  use narrative techniques, such as pacing and description, to develop experiences, events,
and publishing and/or characters
 understand that writing should be  write reflectively to explain and analyze an experience, a skill, or an event, and as a
purposefully crafted with attention to response to reading
o deliberate word choice  recognize that three examples of reflective writing include
o precise information and o technical— – which includes what worked or did not work and reasons why,
vocabulary problem-solving techniques, and theories that were used or tested
o sentence variety o collaborative— – which is centered on team dynamics, how everyone worked
o tone and voice together and why, and what worked or did not work and reasons why
 understand that vocabulary impacts o individual—focused on questions such as, “What did I learn?” “How did I learn
tone and must be selected with it?” and “What could I have done better?”

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 STRAND: WRITING

6.7 The student will write in a variety of forms, to include narrative, expository, persuasive, and reflective, with an
emphasis on narrative and reflective writing.

awareness of audience and purpose  write expository texts to examine a topic and convey ideas, concepts, and information
 understand that a thesis statement is  write using organizational patterns such as definition, comparison/contrast, and cause and
not an announcement of the subject effect
(statement of intent) but rather a  develop the topic using relevant facts, definitions, details, quotations, and/or examples
unified and specific statement.  use transitional words or phrases to connect parts of sentences to show relationships
between ideas, signal a shift or change in the writer's thoughts, signal levels of importance,
suggest a pattern of organization, and make sentences clearer
 establish and maintain a formal style of writing when appropriate
 provide an appropriate conclusion for the purpose and form of writing
 identify audience and purpose for any piece of writing
 elaborate to give detail, add depth, and continue the development of an idea
 write an effective thesis statement focusing, limiting, or narrowing the topic
 differentiate between a thesis statement and a topic sentence
 write on any central theme or topic, demonstrating elaboration, coherence, and unity
 incorporate variety into sentences, using appropriate modifier, coordination, or
subordination
 revise drafts for improvement using teacher assistance and peer collaboration
 understand that revising to improve a draft includes rereading, reflecting, rethinking, and
rewriting to clarify, elaborate, and make more precise.

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 STRAND: WRITING

6.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure,
paragraphing, and Standard English.

a) Use subject-verb agreement with intervening phrases and clauses.

b) Use pronoun-antecedent agreement to include indefinite pronouns.
c) Maintain consistent verb tense across paragraphs.
d) Eliminate double negatives.
e) Use quotation marks with dialogue.
f) Choose adverbs to describe verbs, adjectives, and other adverbs.
g) Use correct spelling for frequently used words.
h) Use subordinating and coordinating conjunctions.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that correct use of  edit drafts with teacher assistance, peer collaboration, and growing independence
language enhances writing and avoids  use complete sentences with appropriate punctuation
confusing or distracting the reader  avoid comma splices and run-on sentences
 understand that pronouns need to have  avoid using coordinating conjunctions at the beginning of a sentence (e.g., and, so)
recognizable antecedents that agree in  use first-person pronouns appropriately in compound subjects and objects
number and gender.  differentiate between subjects and objects when choosing pronouns
 recognize and correct vague pronouns
 maintain a consistent verb tense within sentences and throughout and across paragraphs.

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 STRAND: RESEARCH

At the sixth-grade level, students will find, evaluate, and select appropriate resources for an oral, visual, written, or multimodal research product.
They will evaluate the validity and authenticity of texts, and will research, organize, evaluate, and communicate information. In addition, they will
learn to cite both primary and secondary sources and follow ethical and legal guidelines for gathering and using information. Teachers will encourage
the development of research skills that are foundational to effective critical thinking and responsible use of information. These skills are necessary for
success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should note that research can be individual, collaborative, cross-curricular, and integrated throughout the year.
 Research products can vary from small, informative pieces to large, multimodal presentations.
 Teachers should use the librarian/media specialist’s assistance in teaching the research process.
 Teachers should make students aware of possible consequences of plagiarism.
 Teachers should emphasize giving credit to all sources used when gathering information, including music, graphics, and another person’s
media.
 Teachers should demonstrate and encourage responsible use of the Internet.

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 STRAND: RESEARCH

6.9 The student will find, evaluate, and select appropriate resources to create a research product.

a) Formulate and revise questions about a research topic.

b) Collect and organize information from multiple sources.
c) Evaluate and analyze the validity and credibility of sources.
d) Cite primary and secondary sources.
e) Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.
f) Demonstrate ethical use of the Internet.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 Understand that research questions  understand and use online, print, and media references
may need to be broadened or  evaluate the validity and credibility of texts, using questions, such as
narrowed based on available sources o Does the writer have something to gain from his opinion?
 understand that a primary source is an o Does the information contain facts for support?
original document or a firsthand or o Is the same information found in more than one source?
eyewitness account of an event o Is contact information provided?
 understand that a secondary source o Is there a copyright symbol on the page?
discusses information originally o What is the purpose of the page?
presented somewhere else (i.e., o What is the date of the most recent publication?
secondary sources provide analysis,
 avoid plagiarism and its consequences by giving credit whenever using another person’s
interpretation, or evaluation of the
media, facts, statistics, graphics, images, music and sounds, quotations, or when
original information)
paraphrasing another person’s words
 understand the purposeful and
 differentiate between a primary and secondary source
responsible use of the Internet.
 provide a list of sources using a standard form for documenting primary and secondary
 understand that there are
sources.
consequences of plagiarism according
to the guidelines established by local
school divisions.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

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2017 English Standards of Learning Curriculum Framework: Seventh Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

At the seventh-grade level, students will continue to deliver multimodal presentations individually and in collaborative groups. Students will also
interpret information presented in diverse media formats. Students share responsibility for collaborative work, as both a contributor and a facilitator,
while striving for consensus to accomplish goals. Teachers will emphasize the importance of effective interpersonal communication and
collaboration skills that are essential for success in future postsecondary education and workplace environments.

Teacher Notes
 Please note presentation skills may differ within classrooms.
 Teachers should provide opportunities for students to create interactive, multimodal presentations.
 Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the
intended message (e.g, graphics, written language, moving images, music, audio, presentation technologies, movement).

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations.

a) Use a variety of strategies to listen actively and speak using agreed-upon discussion rules with awareness of verbal and nonverbal cues.
b) Clearly communicate ideas and information orally in an organized and succinct manner.
c) Ask probing questions to seek elaboration and clarification of ideas.
d) Participate in collaborative discussions with partners, building on others’ ideas.
e) Make statements to communicate agreement or tactful disagreement with others’ ideas.
f) Use language and style appropriate to audience, topic, and purpose.
g) Give formal and informal presentations in a group or individually, providing evidence to support a main idea.
h) Work effectively and respectfully within diverse groups.
i) Exhibit willingness to make necessary compromises to accomplish a goal.
j) Share responsibility for collaborative work.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 participate effectively in group discussions  contribute relevant ideas, opinions, and feelings in large and small diverse groups
and presentations  offer and seek summary statements of ideas
 understand audience, topic, and purpose  select vocabulary, tone, and style with audience and purpose in mind
impact language and style  state points clearly and directly
 recognize that each member brings a  maintain a focused discussion
unique viewpoint to the group  ask clarifying questions and respond appropriately to others’ questions to encourage
 understand verbal and nonverbal feedback discussion, foster understanding, and bring the discussion back to the topic when needed
from the audience should be used to  provide feedback to other group members, acknowledge new insights expressed by others,
evaluate and adjust presentations. and when justified, modify own views
 engage others in conversations by posing and responding to questions in a group situation
 exercise flexibility and willingness in making compromises to accomplish a common goal
 use a variety of strategies to actively listen and show attentiveness, including
o focusing attention to the speaker
o providing appropriate feedback
o allowing the speaker to finish without interruptions.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

7.2 The student will create multimodal presentations both individually and in a group that effectively communicate
ideas.

a) Select, organize, and create content to complement and extend meaning for a selected topic.
b) Use effective verbal and nonverbal communication skills to deliver multimodal presentations.
c) Use language and vocabulary appropriate to audience, topic, and purpose.
d) Paraphrase and summarize a speaker’s key ideas.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand nonverbal communication and  match vocabulary and tone to the audience, purpose, and topic of the message
its impact and use it purposefully  use proper posture and stance when speaking
 understand that using more than one  identify whether a nonverbal message complements the spoken message
communication mode creates a more  plan and deliver an oral presentation, using the following steps:
effective presentation o determine topic and purpose
 understand that each member brings a o identify the intended audience
unique viewpoint to the group. o choose vocabulary appropriate to topic, purpose, and audience
 create presentations that use two or more communication modes to make meaning
 use strategies for summarizing, such as
o deleting trivial and/or redundant information
o substituting a general term for a list
o creating a main idea statement
 write reflectively in response to multimodal presentations.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

7.3 The student will examine the elements of media literacy.

a) Identify persuasive/informative techniques used in media.

b) Distinguish between fact and opinion, and between evidence and inference.
c) Describe how word choice, visual images, and sound convey a viewpoint.
d) Compare and contrast the effectiveness of techniques in auditory, visual, and written media messages.
e) Craft and publish audience-specific media messages.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that all media messages are  deconstruct and analyze the elements of a variety of media
intentionally constructed to impact a  identify elements of media literacy (e.g., authorship, format, audience, content, purpose)
specific audience o Who created the message?
 understand persuasive language and o What techniques are used to attract attention?
connotations convey viewpoint o How might different people react differently to this message?
 understand that evidence is fact and a valid o What values, lifestyles and points of view are represented in, or omitted from, this
inference is the interpretation of fact message?
 understand that the effectiveness of any o What is the purpose of this message?
media message is determined by the  recognize that production elements in media are composed based on audience and purpose
impact on the intended audience. to create specific effects
 identify persuasive techniques in the media, including, but not limited to,
o name calling or innuendo
o glittering generalities
o card stacking
o bandwagon
o testimonials
o appeal to prestige, snobbery, or plain folks
o appeal to emotions
 analyze a media text message considering what techniques have been used and the purpose
and impact of each
 recognize and identify opinions in the media
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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

7.3 The student will examine the elements of media literacy.

 recognize and identify facts in the media

 analyze media messages for facts, opinions, persuasive message, word choice, and
viewpoints
 create and publish media messages, such as public service announcements, aimed at a
variety of audiences with different purposes.

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2017 English Standards of Learning Curriculum Framework: Seventh Grade
 STRAND: READING

Students will continue the study of word origins and roots and begin identifying connotations. There is a continued emphasis on reading
comprehension by comparing fiction and nonfiction texts. In fiction texts, students will identify elements of a variety of genres while focusing on an
author’s style. In seventh grade, there is an increased emphasis on nonfiction reading, and students will identify the source, point of view, and
purpose of texts. These critical-thinking skills are foundational to technical reading and writing and are transferable across content areas. These skills
are essential for success in future postsecondary education and workplace environments.

Teacher Notes
 Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
o Teachers may integrate the strands through the use of thematic units.
o Teachers should ask students to write about what they have read.
 Vocabulary words should be culled from student reading rather than from prescribed lists and should not be taught in isolation.
o There is not a specific list of Greek and Latin roots. Teachers may want to consult professional publications
o Teachers should provide instruction on word connotations and how they can change meaning of the text.
 While whole-group instruction can be centered on a shared text, teachers should provide opportunities for student choice with both fiction and
nonfiction texts.
 Teachers should introduce students to longer, more complex texts both on grade level and above grade level.
 Teachers should teach figurative language using fiction and nonfiction texts.
 Teachers should teach a balance of fiction (including poetry) and nonfiction throughout the academic year.
 Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using
paired passages with a variety of texts.
 Teachers should have students refer to the text(s) for support.
 Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast.

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 STRAND: READING

7.4 The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.

a) Identify word origins and derivations.

b) Use roots, affixes, synonyms, and antonyms to expand vocabulary.
c) Identify and analyze the construction and impact of figurative language.
d) Identify connotations.
e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
f) Use word-reference materials to determine meanings and etymology.
g) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 recognize that figurative language  use common Greek or Latin affixes and roots to predict the meaning of unfamiliar words
enriches text  separate and recombine known word parts to predict the meaning of unfamiliar words
 understand that affixes and Greek and  recognize, understand, use, and explain the impact of figurative language, including
Latin roots are clues to determine o simile
meanings of words o metaphor
 understand that words have nuances of o personification
meaning, including figurative,  distinguish among the connotations of words with similar denotations
connotative, and technical that help to  recognize that synonyms may have different connotations (e.g., elderly and mature;
determine the appropriate meaning. youthful and juvenile, inexpensive and cheap)
 use context as a clue to the meaning of a word or phrase
 consult word reference materials to find the pronunciation of a word or determine/clarify
meanings.

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 STRAND: READING

7.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, poetry,
and drama.

a) Describe the elements of narrative structure including setting, character development, plot, theme, and conflict and how they influence
each other.
b) Identify and explain the theme(s).
c) Identify cause-and-effect relationships and their impact on plot.
d) Differentiate between first and third person point of view.
e) Identify elements and characteristics of a variety of genres.
f) Compare and contrast various forms and genres of fictional text.
g) Describe the impact of word choice, imagery, and literary devices, including figurative language, in an author’s style.
h) Compare/contrast details in literary and informational nonfiction texts.
i) Make inferences and draw conclusions based on the text.
j) Use reading strategies to monitor comprehension throughout the reading process.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, the students are expected to
 understand that the author uses images  recognize the elements of narrative structure including
to craft a message and create o setting
characters o character(s) (e.g., protagonist and antagonist)
 understand that literary nonfiction  external conflicts
includes biography, autobiography,  individual vs. individual
and personal essay  individual vs. nature
 understand that poetry can be rhymed,  individual vs. society
unrhymed, and/or patterned  individual vs. supernatural
 recognize an author’s craft as the  individual vs. technology
purposeful choice of vocabulary,  internal conflict (i.e., individual vs. self)
sentence formation, voice, and tone. o plot – development of the central conflict, including
 initiating event
 rising action
 climax

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 STRAND: READING

7.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, poetry,
and drama.

 falling action
 resolution
o theme
 identify and distinguish between first and third person point of view
 distinguish between narrative prose and poetic forms, including
o haiku
o limerick
o ballad
o free verse
o couplet
o quatrain
 differentiate between a variety of fictional genres, including short story, novel, and drama
 identify characterization as the way an author presents a character and reveals character
traits by
o what a character says
o what a character thinks
o what a character does
o how other characters respond to the character
 determine the theme(s) of a text and analyze its development over the course of the text
 provide an objective summary of the text
 analyze an author’s choice and use of literary devices, including
o foreshadowing
o irony
 analyze elements of an author’s style, including
o word choice to develop tone
o sentence structure
o imagery
o contrasting points of view

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 STRAND: READING

7.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, poetry,
and drama.

o figurative language
 recognize and analyze the impact of an author’s choice of sound devices, including
o rhyme
o rhythm
o repetition
o alliteration
o onomatopoeia
 compare and contrast two or more texts on the same topic or with similar themes
 use evidence from the text(s) for support when drawing conclusions or making inferences
 analyze how an individual, event, or idea is introduced, illustrated, and elaborated in a text
(e.g., through examples or anecdotes)
 demonstrate comprehension and apply strategies to write about what is read.

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 STRAND: READING

7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

a) Skim materials using text features including type, headings, and graphics to predict and categorize information.
b) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
c) Make inferences and draw logical conclusions using explicit and implied textual evidence.
d) Differentiate between fact and opinion.
e) Identify the source, viewpoint, and purpose of texts.
f) Describe how word choice and language structure convey an author’s viewpoint.
g) Identify the main idea.
h) Summarize text identifying supporting details.
i) Create an objective summary, including main idea and supporting details.
j) Identify cause-and-effect relationships.
k) Organize and synthesize information for use in written and other formats.
l) Analyze ideas within and between selections providing textual evidence.
m) Use reading strategies to monitor comprehension throughout the reading process.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that an author’s use of  use text features to make predictions and enhance comprehension, including, but not
connotations and persuasive language limited to,
conveys viewpoint o boldface and/or italics type
 understand that an author’s patterns of o type set in color
organization can aid comprehension o underlining
 understand an author’s viewpoint o indentation
refers to a bias or subjectivity toward o sidebars
the subject; a viewpoint can be o illustrations, graphics, and photographs
positive or negative o headings and subheadings
 understand that text features are o footnotes and annotations
created purposefully and are an aid to
 recognize organizational pattern to enhance comprehension, including
comprehension
o cause and effect
 understand that there are strategies,
o comparison/contrast,

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 STRAND: READING

7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

including context, structural analysis, o enumeration or listing

and reference sources, for determining o sequential or chronological
the meaning of unfamiliar and o concept/definition
technical vocabulary o generalization
 understand that skilled readers of o process
nonfictional texts apply different o problem/solution
reading strategies.  recognize transitional words and phrases authors use to signal organizational patterns,
 determine the central ideas in a text and analyze its development over the course of the
text
 provide an objective summary of texts
 analyze how different authors write about the same topic and shape their presentations or
viewpoints of key information using facts, opinions, and reasoning
 demonstrate comprehension and apply strategies to write about what is read.

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 STRAND: WRITING

At the seventh-grade level, students will continue to develop as readers and writers. Students will also plan, draft, revise, and edit writing in a variety
of forms with an emphasis on expository and persuasive writing. Students will write to develop and modify a central idea, tone, and voice to fit the
audience and purpose. Students will write multiparagraph compositions with an emphasis on organization. Additionally, students will write thesis
statements that clearly state a position. Students will be expected to have greater control over the conventions of writing. Teachers will emphasize the
importance of effective critical-thinking skills that lead to success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should recognize the difference between teaching writing and assigning writing.
 Teachers should recognize that there is not a required number of paragraphs or prescribed structure. Requiring students to use a prescribed
model (i.e., five paragraphs) often produces formulaic writing and limits student expression.
 Teachers will model the recursive writing process for students.
 Teachers should refer to examples of writing in mentor texts.
 The focus of writing in seventh grade is expository and persuasive.
 Teachers should integrate grammar with writing instruction throughout the academic year.
 Teachers should use student writing to teach editing and peer editing skills.
 Teachers may want to consult professional publications.
 Teachers should instruct students in the features of the three domains of writing:
o Composing-focusing on a clear, central idea; providing elaboration, organization, and unity
o Written Expression—sentence variation, selected information, word choice, voice, and tone
o Usage/Mechanics—grammar, punctuation, and usage as appropriate for the grade level
 Teachers should use writing conferences and portfolios to monitor student progress.
 Teachers should provide the opportunity for students to have practice writing on demand, for shorter time frames, and over extended periods
of time.
 Teachers should provide opportunities for student choice with topic, audience, and purpose.

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 STRAND: WRITING

7.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective, with an
emphasis on expository and persuasive writing.

a) Engage in writing as a recursive process.

b) Choose intended audience and purpose.
c) Use a variety of prewriting strategies to generate and organize ideas.
d) Organize writing structure to fit form or topic.
e) Establish a central idea incorporating evidence, while maintaining an organized structure and a formal style.
f) Compose a thesis statement for persuasive writing that includes a position.
g) Clearly state a position and organize reasons and evidence, using credible sources.
h) Distinguish between fact and opinion to support a position.
i) Write multiparagraph compositions with elaboration and unity.
j) Use transition words and phrases within and between paragraphs.
k) Develop and modify the central idea, tone, and voice to fit the audience and purpose.
l) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
m) Use clauses and phrases for sentence variety.
n) Revise writing for clarity of content including specific vocabulary and information.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that writing requires a  compose with attention to central idea, unity, elaboration, and organization
recursive process that includes  elaborate to give detail, add depth, and continue the development of an idea
planning, drafting, revising, editing,  analyze and use mentor texts as models for writing
and publishing  identify intended audience and purpose
 understand that voice in writing is  use a variety of prewriting strategies
purposefully crafted with attention to  explain, analyze, or summarize a topic
deliberate word choice, precise  write an effective thesis statement that focuses on the topic and explains the writer’s
information, and vocabulary position in an argument
 understand that vocabulary and tone  differentiate between a thesis statement and a topic sentence
must be selected with awareness of  choose an appropriate strategy for organizing ideas, such as comparison/contrast, cause
audience and purpose and effect, etc., and provide transitions between ideas

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 STRAND: WRITING

7.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective, with an
emphasis on expository and persuasive writing.

 understand that effective writing  write reflectively to explain and analyze a text, a presentation, an experience, a skill, or an
includes elaboration event
 understand that a thesis statement is  recognize that three examples of reflective writing include
not an announcement of the subject o technical— – which includes what worked or did not work and reasons why,
(statement of intent) but rather a problem-solving techniques, and theories that were used or tested
unified and specific statement o collaborative— – which is centered on team dynamics, how everyone worked
 understand that effective writing has together and why, and what worked or did not work and why.
been improved through revision. o individual—focuses on questions such as, “What did I learn?” “How did I learn
it?” and “What could I have done better?”
 write persuasively, organizing reasons logically and effectively
 create multiparagraph compositions focusing on a central idea and using elaborating
details, reasons, or examples as appropriate for audience and purpose
 include an appropriate introduction and conclusion
 sustain a formal style when appropriate
 use written expression to draft and revise compositions with attention to
o voice
o tone
o selection of information
o embedded phrases and clauses that clarify meaning
o vivid and precise vocabulary
o figurative language
o sentence variety
 recognize terms illustrative of tone in mentor texts and student writing
 apply revising procedures in peer and self-review, including
o rereading
o reflecting
o rethinking
o rewriting to clarify, elaborate, and make writing more precise

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 STRAND: WRITING

7.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective, with an
emphasis on expository and persuasive writing.

 revise drafts for improvement using teacher assistance, peer collaboration, and growing
independence
 vary sentence structure by using coordinating conjunctions
 use subordinating conjunctions to form complex sentences
 incorporate variety into sentences using simple, compound, and compound-complex
sentences, including, but not limited to, coordination, subordination, and modifier.

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 STRAND: WRITING

7.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure,
paragraphing, and Standard English.

a) Choose appropriate adjectives and adverbs to enhance writing.

b) Use pronoun-antecedent agreement to include indefinite pronouns.
c) Use subject-verb agreement with intervening phrases and clauses.
d) Edit for verb tense consistency and point of view.
e) Use quotation marks with dialogue and direct quotations.
f) Use correct spelling for commonly used words.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that correct use of language  use a singular pronoun to refer to a singular antecedent and a plural pronoun to refer to a
enhances writing and avoids confusing plural antecedent
or distracting the reader  use punctuation to set off nonrestrictive clauses
 understand that pronouns must agree  maintain consistent verb tense throughout an entire piece of writing
with antecedents  maintain consistent point of view through a piece of writing
 understand that verbs must agree with  use quotation marks to represent the exact language (either spoken or written) of another.
subjects.

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2017 English Standards of Learning Curriculum Framework: Seventh Grade
 STRAND: RESEARCH

At the seventh-grade level, students will find, evaluate, and select appropriate resources for an oral, visual, written, or multimodal research product.
They will evaluate the validity and authenticity of sources, and will apply research techniques to quote, summarize, and paraphrase findings. In
addition, students will learn to cite both primary and secondary sources and follow ethical and legal guidelines for gathering and using information.
Teachers will encourage the development of research skills that are foundational to effective critical thinking and responsible use of information.
These skills are necessary for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should note that research can be individual, collaborative, cross-curricular, and integrated throughout the year.
 Research products can vary from small informative pieces to large multimodal presentations.
 Teachers should use the librarian/media specialist’s expertise in teaching the research process.
 Teachers should make students aware of possible consequences of plagiarism.
 Teachers should emphasize giving credit to all sources used when gathering information, including music, graphics, and another person’s
media.
 Teachers should demonstrate and encourage responsible use of the Internet.

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 STRAND: RESEARCH

7.9 The student will find, evaluate, and select appropriate resources to create a research product.

a) Formulate and revise questions about a research topic.

b) Collect, organize, and synthesize information from multiple sources.
c) Analyze and evaluate the validity and credibility of resources.
d) Quote, summarize, and paraphrase information from primary and secondary sources using proper citations.
e) Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.
f) Demonstrate ethical use of the Internet.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that a primary source is an  use available resource tools
original document or a firsthand or  organize and synthesize information found in a variety of sources
eyewitness account of an event  differentiate between a primary and a secondary source
 a secondary source discusses  gather relevant information from multiple sources; assess the credibility and validity of
information originally presented each source
somewhere else (i.e., secondary  prevent plagiarism and its consequences by giving credit to authors when ideas and/or
sources provide analysis, words are used in direct quotation or paraphrases
interpretation, or evaluation of the  avoid plagiarism and its consequences by giving credit whenever using another person’s
original information) media, facts, statistics, graphics, images, music and sounds, quotations, or paraphrases of
 understand to avoid plagiarism, credit another person’s words
must be given when using another  evaluate the validity and credibility of texts using questions such as
person’s ideas, opinions, facts, o Does the writer have something to gain from his opinion?
statistics, or graphics o Does the information contain facts for support?
 understand the purposeful and o Is the same information found in more than one source?
responsible use of the Internet o Is contact information provided?
 understand that there are o Is there a copyright symbol on the page?
consequences of plagiarism, according
o What is the purpose of the page?
to the guidelines established by local
o What is the date of the most recent publication?
school divisions
 understand using multiple sources of  summarize and cite specific evidence from texts to support conclusions.

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2017 English Standards of Learning Curriculum Framework: Seventh Grade
 STRAND: RESEARCH

7.9 The student will find, evaluate, and select appropriate resources to create a research product.

information produces a more complete

understanding of a topic.

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2017 English Standards of Learning Curriculum Framework: Seventh Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

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2017 English Standards of Learning Curriculum Framework: Eighth Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

In eighth-grade, students will evaluate, analyze, develop, and produce media messages. Students will create multimodal presentations that include
different points-of-view, and collaborate with others to exchange ideas, make decisions, and solve problems. Teachers will emphasize the importance
of effective interpersonal communication and collaboration skills that are essential for success in future postsecondary education and workplace
environments.

Teacher Notes
 Please note presentation skills may differ within classrooms.
 Teachers should provide opportunities for students to create interactive, multimodal presentations.
 Teachers should note that the communication strand should be integrated with the reading, writing, and research strands throughout the year.
 Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the
intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, movement).

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

8.1 The student will participate in, collaborate in, and report on small-group learning activities.

a) Assume responsibility for specific group tasks and share responsibility for collaborative work within diverse teams.
b) Exhibit willingness to make necessary compromises to accomplish a goal.
c) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
d) Include all group members, and value individual contributions made by each group member.
e) Make statements to communicate agreement or tactful disagreement with others’ ideas.
f) Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
g) Use self-reflection to evaluate one’s own role in preparation and participation in small-group activities.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 recognize that each member brings a  contribute relevant ideas, opinions, and feelings in large and small diverse groups
unique viewpoint to the group  offer and seek summary statements of ideas
 understand that verbal and nonverbal  state points clearly and directly
feedback from the audience should be used  maintain a focused discussion
to evaluate contributions.  ask clarifying questions and respond appropriately to others’ questions to encourage
discussion, foster understanding, and bring the discussion back to the topic when needed
 provide feedback to other group members, acknowledge new insights expressed by others,
and, when justified, modify their own views
 use a variety of strategies to actively listen and show attentiveness, including
o focusing attention to the speaker
o providing appropriate feedback
o asking questions
 assume shared responsibility for collaborative work
 collaborate with peers to set guidelines for group presentations and discussions, set clear
goals, and define individual roles
 respond thoughtfully by summarizing points of agreement and disagreement, qualifying
views, and demonstrating understanding
 exercise flexibility and willingness in making compromises to accomplish a common goal.

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2017 English Standards of Learning Curriculum Framework: Eighth Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

8.2 The student will develop and deliver multimodal, interactive presentations collaboratively and individually.

a) Select, organize, and create multimodal content that encompasses opposing points of view.
b) Choose vocabulary and tone appropriate to the audience, topic, and purpose.
c) Use effective verbal and nonverbal communication skills to deliver multimodal presentations.
d) Cite information sources.
e) Respond to audience questions and comments.
f) Differentiate between Standard English and informal language.
g) Evaluate presentations.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand audience, topic, and purpose  articulate the purpose of the presentation
impact language and style  select and use information that clearly presents both sides of an issue
 understand the elements of an effective  select vocabulary, tone, and style with audience and purpose in mind
presentation, including language and  create a presentation that uses two or more communication modes to make meaning
nonverbal communication appropriate to  select and narrow the topic with attention to time limits and audience
purpose and audience  evaluate presentations
 understand that using more than one  answer questions and respond to comments with relevant evidence, observations, and
communication mode creates a more ideas
effective presentation.  work effectively with diverse groups
 exercise flexibility and work as a constructive team member to accomplish a common goal
or reach consensus.

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2017 English Standards of Learning Curriculum Framework: Eighth Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

8.3 The student will analyze, develop, and produce creative or informational media messages.

a) Analyze the purpose of information and persuasive techniques used in diverse media formats.
b) Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.
c) Use media and visual literacy skills to create products to express new understandings.
d) Evaluate sources for relationships between intent and factual content.
e) Utilize multimedia to clarify information and emphasize differing points of view.
f) Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).
g) Demonstrate the ethical use of the Internet when evaluating or producing creative or informational media messages.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that all media messages are  deconstruct and analyze the elements of a variety of media
intentionally constructed to influence a  identify and analyze persuasive techniques used in the media, including, but not limited to,
specific audience o name calling or innuendo
 understand that an author’s viewpoint o glittering generalities
refers to a bias or subjectivity toward the o card stacking
subject o bandwagon
 understand use of persuasive language and o testimonials
connotations to convey viewpoint o appeal to prestige, snobbery, or plain folks
 understand that evidence is fact and a valid o appeal to emotions
inference is the interpretation of fact  identify and analyze choice of information in the media
 understand that the effectiveness of any
 recognize that production elements in media are composed based on audience and purpose
media message is determined by the
 analyze the techniques used in media messages
impact on the intended audience.
 create and publish media messages, such as public service announcements, aimed at a
variety of audiences on different topics
 evaluate the advantages and disadvantages of using different types of media
 identify and analyze the motives (e.g., social, commercial, political) and factual content of
media messages.

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2017 English Standards of Learning Curriculum Framework: Eighth Grade
 STRAND: READING

Students will continue the study of word origins, roots, connotations, and denotations. There is a continued emphasis on reading comprehension by
comparing fiction and nonfiction texts. In fiction texts, students will explain the development of theme(s), and compare/contrast authors’ styles.
There will be an increased emphasis on nonfiction reading, and students will analyze authors’ qualifications, point of view, and style. These critical-
thinking skills are foundational to technical reading and writing and are transferable across all content areas. These skills are essential for success in
future postsecondary education and workplace environments.

Teacher Notes
 Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
o Teachers may integrate the strands through the use of thematic units.
o Teachers should ask students to write about what they have read.
 Vocabulary words should be culled from student reading rather than from prescribed lists and should not be taught in isolation.
o There is not a specific list of Greek/Latin roots, or idioms. Teachers may want to consult professional publications.
o Teachers should provide instruction on word connotations and how they can change meaning of the text.
 While whole-group instruction can be centered on a shared text, teachers should also provide opportunities for student choice with both
fiction and nonfiction texts.
 Teachers should introduce students to longer, more complex texts both on grade level and above grade level.
 Teachers should teach figurative language using fiction and nonfiction texts.
 Teachers should teach a balance of fiction (including poetry) and nonfiction throughout the academic year.
 Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using
paired passages with a variety of texts.
 Teachers should have students refer to the text(s) for support.
 Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast.

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2017 English Standards of Learning Curriculum Framework: Eighth Grade
 STRAND: READING

8.4 The student will apply knowledge of word origins and figurative language to extend vocabulary development
within authentic texts.

a) Identify and analyze the construction and impact of an author’s use of figurative language.
b) Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases.
c) Use roots, affixes, synonyms, and antonyms to determine the meaning(s) of unfamiliar words and technical vocabulary.
d) Identify the meaning of common idioms.
e) Use word-reference materials to determine meanings and etymology.
f) Discriminate between connotative and denotative meanings and interpret the connotation.
g) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 recognize that words have nuances of  use common roots to determine the meaning of unfamiliar words and make connections
meaning, including figurative, with word families (e.g., -phobia, and -ology)
connotative, and technical, that help to  recognize the relationships among words related by structure and derivation, such as
determine the appropriate meaning polygraph and graffiti
 understand that affixes and Greek and  distinguish among the connotations of words with similar denotations
Latin roots are clues to determine  understand, evaluate, and use figurative language, including simile, metaphor,
meanings of words personification, hyperbole, and symbol
 recognize that figurative language  analyze the impact of specific word choices on meaning and tone
enriches text.  consult reference materials to find the pronunciation of a word or determine/clarify
meaning
 recognize that synonyms may have different connotations (e.g., elderly and mature;
youthful and juvenile, inexpensive and cheap) and describe the impact on text
 use context as a clue to the meaning of a word or phrase
 use both context and reference skills independently to determine the nuances and
connotations of words.

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2017 English Standards of Learning Curriculum Framework: Eighth Grade
 STRAND: READING

8.5 The student will read and analyze a variety of fictional texts, literary nonfiction, poetry, and drama.

a) Analyze how authors’ development of characters, conflict, point of view, voice, and tone convey meaning.
b) Identify cause-and-effect relationships and their impact on plot.
c) Explain the development of the theme(s).
d) Explain the use of symbols and figurative language.
e) Make inferences and draw conclusions based on explicit and implied information using references to the text for support.
f) Identify and analyze characteristics within a variety of genres.
g) Compare/contrast details in literary and informational nonfiction texts.
h) Compare and contrast the authors’ use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts.
i) Compare and contrast authors’ styles.
j) Use reading strategies to monitor comprehension throughout the reading process.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that an author’s voice and  identify and analyze narrative elements, including
tone stem from word choice and the o setting
stylized use of literary devices o character(s), either:
 understand the relationship between  static
causes and effects  dynamic
 understand that the author uses images  identify protagonist and antagonist.
to craft a message and create  explain characterization as the way an author presents a character and reveals character
characters traits by
 understand that literary nonfiction o what a character says
includes biography, autobiography, o what a character thinks
and personal essay o what a character does
 understand that analysis of a text o how other characters respond to the character
should be based on textual references,  identify conflicts
not on personal opinion. o external conflicts
 individual vs. individual
 individual vs. nature

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2017 English Standards of Learning Curriculum Framework: Eighth Grade
 STRAND: READING

8.5 The student will read and analyze a variety of fictional texts, literary nonfiction, poetry, and drama.

 individual vs. society

 individual vs. supernatural
 individual vs. technology
 internal conflict (individual vs. self)
 identify the elements of a plot
o initiating event
o rising action
o climax
o falling action
o resolution
 recognize theme(s)
 recognize different plot patterns including subplots
 analyze the interactions between individuals, events, and ideas in a text
 compare and contrast the characteristics of literary forms, including, but not limited to,
o novel
o short story
o biography
o essay
o speech
o poetry
o memoir
 understand and analyze elements of an author’s style, including
o dialogue
o sentence structure
o language patterns
o word choice to develop tone
o voice
 differentiate among points of view in stories, including
o first person

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2017 English Standards of Learning Curriculum Framework: Eighth Grade
 STRAND: READING

8.5 The student will read and analyze a variety of fictional texts, literary nonfiction, poetry, and drama.

o third-person limited to a character or narrator;

o third- person omniscient
 analyze how differences in points of view can create such effects as suspense or humor
 analyze an author’s use of literary devices, including
o foreshadowing
o irony
o flashback
o symbolism
 analyze poetic devices in prose and poetry, including, but not limited to,
o word choice
o figurative language
o symbolism
o imagery
o rhyme, rhythm, repetition, and sound elements.
 analyze an author’s choice of words and images
 identify poetic forms, including, but not limited to,
o haiku
o limerick
o ballad
o free verse
o couplet
o quatrain
 compare and contrast an author’s choice of sound elements in prose and poetry, including,
but not limited to,
o rhyme
o rhythm
o meter
o repetition
o alliteration

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2017 English Standards of Learning Curriculum Framework: Eighth Grade
 STRAND: READING

8.5 The student will read and analyze a variety of fictional texts, literary nonfiction, poetry, and drama.

o onomatopoeia
 determine a theme of a text and analyze its development
 compare and contrast two or more texts on the same topic or with similar themes.
 use evidence from the text(s) for support when drawing conclusions, making inferences, or
making predictions
 analyze how an individual, event, or idea is introduced, illustrated, and elaborated in a text
(e.g., through examples or anecdotes and organizational strategies)
 demonstrate comprehension and apply strategies to write about what is read.

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2017 English Standards of Learning Curriculum Framework: Eighth Grade
 STRAND: READING

8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.

a) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
b) Apply knowledge of text features and organizational patterns to analyze selections.
c) Skim materials to develop an overview or locate information.
d) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
e) Analyze the author’s qualifications, viewpoint, word choice, and impact.
f) Analyze details for relevance and accuracy.
g) Differentiate between fact and opinion.
h) Identify the main idea.
i) Summarize the text, identifying supporting details.
j) Identify cause-and-effect relationships.
k) Evaluate, organize, and synthesize information for use in written and other formats.
l) Analyze ideas within and between selections, providing textual evidence.
m) Use reading strategies to monitor comprehension throughout the reading process.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that an author’s viewpoint  recognize and identify an author’s use of connotations and persuasive language to convey a
is conveyed through word choice and viewpoint
persuasive language  determine an author’s point of view or purpose in a text
 recognize an author’s use of  analyze how the author acknowledges and responds to conflicting evidence or viewpoints
connotations, and persuasive language  recognize organizational patterns to enhance comprehension, including
convey viewpoint o cause and effect
 understand that an author’s credentials o comparison/contrast,
and experiences contribute to his/her o enumeration or listing
viewpoint o sequential or chronological
 understand that an author’s patterns of o concept/definition
organization can aid comprehension o generalization
 understand an author’s viewpoint o problem/solution
refers to a bias or subjectivity toward
o process

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 STRAND: READING

8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.

the subject; a viewpoint can be  read several texts on a similar topic and synthesize what is read
positive or negative  use strategies for summarizing
 understand that text features are  use text features to enhance comprehension
created purposefully and are an aid to o boldface and/or italics type
comprehension o type set in color
 understand that there are strategies o underlining
including context, structural analysis, o indentation
and reference sources, for determining o sidebars
the meaning of unfamiliar and o illustrations, graphics, and photographs
technical vocabulary
o headings and subheadings
 understand that skilled readers of
o footnotes and annotations
nonfiction texts apply different
reading strategies.  analyze an author’s choice of details by examining
o accuracy
o placement
o thoroughness
o relevance
o effectiveness
 analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent
 analyze two or more texts with conflicting information on the same topic and identify how
the texts disagree
 distinguish between subjective and objective writing
 demonstrate comprehension and apply strategies to write about what is read.

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2017 English Standards of Learning Curriculum Framework: Eighth Grade
 STRAND: WRITING

At the eighth-grade level, students will continue to develop as readers and writers. Students will also plan, draft, revise, and edit writing in a variety
of forms with an emphasis on expository and persuasive writing. Students will write persuasively and use claims, evidence, and counterclaims to
advocate and support a position to fit the audience and purpose. Students will be expected to have greater control over the conventions of writing.
Teachers will emphasize the importance of effective critical-thinking skills that lead to success in future postsecondary education and workplace
environments.

Teacher Notes
 Teachers should recognize the difference between teaching writing and assigning writing.
 Teachers should recognize that there is not a required number of paragraphs or prescribed structure. Requiring students to use a prescribed
model (i.e., five paragraphs) often produces formulaic writing and limits student expression.
 Teachers will model the recursive writing process for students.
 Teachers should refer to examples of writing in mentor texts.
 The focus of writing in eighth grade is expository and persuasive.
 Teachers should integrate grammar with writing instruction throughout the academic year.
 Teachers should use student writing to teach editing and peer editing skills.
 Teachers may want to consult professional publications.
 Teachers should instruct students in the features of the three domains of writing:
o Composing-focusing on a clear, central idea; providing elaboration, organization, and unity
o Written expression—sentence variation, selected information, word choice, voice, and tone
o Usage/Mechanics—grammar, punctuation, and usage as appropriate for the grade level
 Teachers should use writing conferences and portfolios to monitor student progress.
 Teachers should provide the opportunity for students to have practice writing on demand, for shorter time frames, and over extended periods
of time.
 Teachers should provide opportunities for student choice with topic, audience, and purpose.

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2017 English Standards of Learning Curriculum Framework: Eighth Grade
 STRAND: WRITING

8.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective, with an
emphasis on expository and persuasive writing.

a) Engage in writing as a recursive process.

b) Choose intended audience and purpose.
c) Use prewriting strategies to generate and organize ideas.
d) Organize writing structure to fit form or topic.
e) Establish a central idea incorporating evidence, maintaining an organized structure and formal style.
f) Compose a thesis statement for persuasive writing that advocates a position.
g) Clearly state and defend a position with reasons and evidence from credible sources.
h) Identify a counterclaim and provide a counter - argument.
i) Distinguish between fact and opinion to support a position.
j) Organize information to provide elaboration and unity.
k) Develop and modify the central idea, tone, and voice to fit the audience and purpose.
l) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that writing requires a  write in a variety of forms, including narrative, expository, persuasive, informational, and
recursive process that includes reflective
planning, drafting, revising, editing,  write reflectively to explain and analyze an experience, a skill, or an event
and publishing  apply the elements of composing (i.e., central idea, elaboration, unity, and organization)
 understand that writing should be  use written expression to explain, analyze, or summarize a topic with attention to
purposefully crafted, with attention to o purpose and audience
deliberate word choice, precise o a central or controlling idea
information, and vocabulary o voice
 understand that vocabulary and tone o tone
must be selected with awareness of o coherent selection of information and details
audience and purpose o embedded phrases and clauses that clarify meaning and increase variety
 understand that effective writing has o vivid and precise vocabulary
been elaborated
o figurative language

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2017 English Standards of Learning Curriculum Framework: Eighth Grade
 STRAND: WRITING

8.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective, with an
emphasis on expository and persuasive writing.

 understand that a thesis statement is o sentence variety

not an announcement of the subject o transitional words and phrases
(statement of intent) but rather a  apply revising procedures, including
unified and specific statement o rereading
 understand that good writing has been o reflecting
improved through revision o rethinking
 understand that a topic sentence o rewriting
supports an essay’s thesis statement. o including vivid vocabulary
o combining sentences for variety and rhythm
o providing transitions between ideas and paragraphs
 write persuasively, organizing reasons logically and effectively
 identify counterclaims and counter-arguments that address those claims
 create a thesis statement that focuses the essay, expresses the writer’s position in an
argument, or explains the purpose of the essay
 elaborate the central idea, providing sustained unity throughout the writing
 choose language that expresses ideas precisely and concisely, recognizing and eliminating
wordiness and redundancy
 use appropriate and varied transitions to create cohesion and clarify the relationships
among ideas and concepts
 sustain a formal style when appropriate
 develop an effective introduction and conclusion.

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 STRAND: WRITING

8.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure,
paragraphing, and Standard English.

a) Use and punctuate correctly varied sentence structures to include conjunctions and transition words.
b) Correctly use pronouns in prepositional phrases with compound objects.
c) Use a variety of sentence structures to infuse sentence variety in writing.
d) Maintain consistent verb tense across paragraphs.
e) Use comparative and superlative degrees in adverbs and adjectives.
f) Use quotation marks with dialogue and direct quotations.
g) Use correct spelling for frequently used words.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that correct use of language  edit drafts with teacher assistance, peer collaboration, and growing independence
enhances writing and avoids confusing  use an ellipsis to indicate an omission
or distracting the reader  use a singular pronoun to refer to a singular antecedent and a plural pronoun to refer to a
 understand that pronouns must agree plural antecedent
with antecedents in gender, number,  use objective pronouns in prepositional phrases with compound objects
and person  choose and maintain a consistent verb tense throughout an entire paragraph or text.
 understand that verbs must agree with
subjects.

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 STRAND: RESEARCH

At the eighth-grade level, students will apply research techniques to analyze information gathered from diverse sources by identifying
misconceptions and possible bias. They will evaluate the validity and credibility of sources, and will apply research techniques to quote, summarize,
and paraphrase findings. In addition, students will learn to cite sources using the Modern Language Association (MLA) or American Psychological
Association (APA) style sheet and follow ethical and legal guidelines for gathering and using information. Teachers will encourage the development
of research skills that are foundational to effective critical thinking and responsible use of information. These skills are necessary for success in
future postsecondary education and workplace environments.

Teacher Notes
 Teachers should note that research can be individual, collaborative, cross-curricular, and integrated throughout the year.
 Research products can vary from small informative pieces to large multimodal presentations.
 Teachers should use the librarian/media specialist’s expertise in teaching the research process.
 Teachers should make students aware of possible consequences of plagiarism.
 Teachers should emphasize giving credit to all sources used when gathering information, including music, graphics, and another person’s
media.
 Teachers should demonstrate and encourage responsible use of the Internet.

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 STRAND: RESEARCH

8.9 The student will find, evaluate, select, and synthesize appropriate resources to produce a research product.

a) Formulate and revise questions about a research topic.

b) Collect and synthesize information from multiple sources.
c) Evaluate and analyze the validity and credibility of resources.
d) Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information,
point of view, or bias.
e) Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style.
f) Quote, summarize, and paraphrase research findings.
g) Publish findings and respond to feedback.
h) Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.
i) Demonstrate ethical use of the Internet.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that using multiple sources  use primary sources such as original documents or a firsthand or eyewitness accounts of an
of information produces a more event
complete understanding of a topic  use secondary sources, which provide analysis, interpretation, or evaluation of the original
 understand to avoid plagiarism, credit information
must be given when using another  use a variety of strategies to generate notes, determine the central ideas of a primary or
person’s ideas, opinions, facts, secondary source, synthesize information, and provide an accurate summary
statistics, or graphics  evaluate the validity and credibility of information, using questions such as
 understand the purposeful and o Is the source free from bias? Does the writer have something to gain from his
responsible use of the Internet opinion?
 understand the importance of o Does the information contain facts for support?
evaluating the intent of the author, o Is the same information found in more than one source?
which may include misinformation, o Is contact information provided?
bias, and unsupported assertions o Is there a copyright symbol on the page?
 understand that there are o What is the purpose of the page?
consequences of plagiarism, according o What is the date of the most recent publication?
to the guidelines established by local
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 STRAND: RESEARCH

8.9 The student will find, evaluate, select, and synthesize appropriate resources to produce a research product.

school divisions.  conduct short research projects to answer questions, drawing on several sources and
generating new questions
 document using a standard form such as MLA or APA
 avoid plagiarism and its consequences by giving credit whenever using another person’s
media, facts, statistics, graphics, images, music and sounds, quotations, or paraphrases of
another person’s words.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

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2017 English Standards of Learning Curriculum Framework: Ninth Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

Students will analyze and interpret the social, commercial, and/or political motives behind media messages. Students will use multimodal tools to
create presentations both independently and in small groups. Teachers will emphasize the importance of effective interpersonal communication and
collaboration skills that are essential for success in future postsecondary education and workplace environments.

Teacher Notes
 Please note presentation skills may differ within classrooms.
 Teachers should provide opportunities for students to create interactive, multimodal presentations.
 Teachers should provide opportunities for small-group analysis and self-analysis of the effectiveness of communication.
 Teachers should note that the communication strand should be integrated with the reading, writing, and research strands throughout the year.
 Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the
intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, movement).

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

9.1 The student will participate in, collaborate in, and make multimodal presentations both independently and in
small groups.

a) Make strategic use of multimodal tools.

b) Credit information sources.
c) Use vocabulary appropriate to the topic, audience, and purpose.
d) Assist with setting rules for group work, including informal consensus, taking votes on key issues, presentation of alternate views, and
goal-setting.
e) Assume responsibility for specific group tasks.
f) Share responsibility for collaborative work.
g) Use a variety of strategies to listen actively and speak, using appropriate discussion rules with awareness of verbal and nonverbal cues.
h) Include all group members, acknowledge new information expressed by others, and value individual contributions made by each group
member.
i) Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
j) Evaluate impact, purpose, point of view, reasoning, and use of evidence and rhetoric of presentation(s).
k) Use self-reflection to evaluate one’s own role in preparation and participation in small-group activities.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that verbal techniques are  define technical and specialized language to increase clarity in multimodal presentations
important for effective communication.  incorporate pertinent information discovered during research to support main ideas in
 understand working effectively with multimodal presentations
diverse groups includes  organize presentation in a structure appropriate to the audience, topic, and purpose
o exercising flexibility in making  use word choice and vocabulary appropriate for situation, audience, topic, and purpose
necessary compromises to accomplish  keep eye contact with audience; adjust volume, tone, and rate; be aware of posture and
a common goal gestures; use natural tone
o defining a team goal and working  analyze and critique the relationship among purpose, audience, and content of
toward it presentations
o treating all ideas respectfully  collaborate with peers to set guidelines for group presentations and discussions, set clear
o demonstrating respect for others’ ideas goals and deadlines, and define individual roles as needed
by acknowledging differing points of  engage others in a conversation by posing and responding to questions in a group situation

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

9.1 The student will participate in, collaborate in, and make multimodal presentations both independently and in
small groups.

view  demonstrate active listening skills by looking at the speaker, using body language to
o coming to agreement by seeking indicate attentiveness, and giving appropriate feedback
consensus  analyze and critique the effectiveness of a speaker’s or group’s voice, language, clarity,
 understand the importance of self- organization, relevance, and delivery.
reflection in small-group activities.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

9.2 The student will produce, analyze, and evaluate media messages.

a) Analyze and interpret special effects used in media messages.

b) Determine the purpose of the media message and its effect on the audience.
c) Analyze the purpose of information and persuasive techniques used in diverse media formats.
d) Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).
e) Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.
f) Describe possible cause-and-effect relationships between mass media coverage and public opinion trends.
g) Evaluate sources, including advertisements, editorials, political cartoons, and feature stories for relationships between intent and factual
content.
h) Monitor, analyze, and use multiple streams of simultaneous information.
i) Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand how special effects are  create and publish media messages, such as public service announcements, aimed at a
employed in a multimedia message to variety of audiences and with different purposes
persuade the viewer  identify and deconstruct elements of media literacy including authorship, format,
 comprehend persuasive language and word audience, content, purpose
connotations to convey viewpoint and bias  analyze the author’s intended audience and purpose when evaluating media messages
 understand that media messages are  recognize that persuasive techniques are used to convince viewers to make decisions,
constructed based on varying opinions, change their minds, take a stand on an issue, or predict a certain outcome, including, but
values, and viewpoints not limited to,
 recognize that all media messages are o ad hominem
constructed and that, to understand the o red herring
whole meaning of the message, they o straw man
should be deconstructed. o begging the question
o testimonial
o ethical appeal
o emotional appeal
o logical appeal

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

9.2 The student will produce, analyze, and evaluate media messages.

 identify and evaluate word choice, bias, viewpoints, and the effectiveness of persuasive
messages in the media
 identify public opinion trends and possible causes
 identify and analyze sources in the media
 analyze information from many sources
 identify basic principles of media literacy
o media messages are constructed
o messages are representations with values and viewpoints
o each form of media uses a unique set of rules to construct messages
o individuals interpret based on personal experience
o media are driven to gain profit or power
 identify key questions of media literacy
o Who created the message?
o What techniques are used to attract attention?
o How might different people react differently to this message?
o What values, lifestyles and points of view are represented in, or omitted from, this
message?
o What is the purpose of this message?
 avoid plagiarism by giving credit whenever using another person’s media, facts, statistics,
graphics, images, music and sounds, quotations, or paraphrases of another person’s words.

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2017 English Standards of Learning Curriculum Framework: Ninth Grade
 STRAND: READING

Students will continue to expand vocabulary using the structural analysis of roots and affixes to understand complex words. There is a continued
emphasis on reading comprehension by comparing fiction and nonfiction texts. In fiction texts, students will apply knowledge of literary terms and
analyze a variety of genres. In ninth grade there will be an increased emphasis on nonfiction reading, and students will make inferences and draw
conclusions using explicit and implied textual evidence. These critical-thinking skills are foundational to technical reading and writing and are
transferable across all content areas. These skills are essential for success in future postsecondary education and workplace environments

Teacher Notes
 Teachers should teach a balance of fiction (including poetry) and nonfiction throughout the academic year. Nonfiction texts should include
informational, persuasive, and technical texts.
 Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
o Teachers may integrate the strands through the use of thematic units.
o Teachers should ask students to write about what they have read.
 Vocabulary words should be culled from student reading rather than from prescribed lists and should not be taught in isolation.
o Although the vocabulary standards in high school remain similar, the words studied should increase in complexity according to a
variety of texts read. Students in 9th grade should not be studying the same vocabulary as upperclassmen will receive. Vocabulary
can also be differentiated according to text and level of student.
o There is not a specific list of Greek/Latin roots, or idioms. Teachers may want to consult professional publications.
o Teachers should provide instruction on classical allusions and how they can impact and deepen the meaning of the text.
 While whole-group instruction can be centered on a shared text, teachers must also provide opportunities for student choice with both fiction
and nonfiction texts.
 Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be
using paired passages with a variety of texts.
 Teachers should include literary texts that fulfill a social or cultural function depending on the time, location, theme and purpose of the
author(s) across texts. For example, To Kill a Mockingbird reflects the time of the Civil Rights Movement that compelled people to examine
their social perspectives, prejudices, and attitudes, resulting in a change in the conscience and laws of a nation.
 Teachers should introduce students to longer, more complex texts both on grade level and above grade level.
 Teachers should have students refer to the text(s) for support.
 Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast.

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 STRAND: READING

9.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary
development in authentic texts.

a) Use structural analysis of roots, affixes, synonyms, and antonyms to understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings and interpret the connotation.
d) Identify the meaning of common idioms.
e) Explain the meaning of literary and classical allusions and figurative language in text.
f) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that figurative language  use word structure to analyze and relate words
enriches text.  use roots or affixes to determine or clarify the meaning of new or unfamiliar words
 understand that word structure aids  analyze the author’s use of idioms
comprehension of unfamiliar and  use prior reading knowledge and other sources to identify the meaning of literary and
complex words. classical allusions
 recognize that words have nuances of  interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in
meaning including figurative, the text
connotative, and technical that help to  analyze connotations of words with similar denotations
determine the appropriate meaning  analyze figurative language
 understand that affixes and Greek and  demonstrate understanding of connotations in word meanings.
Latin roots are clues to determine
meanings of words
 understand that context and
connotations help determine the
meaning of text
 understand that allusions are used to
assist readers in providing connections
to other works or historical events.

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 STRAND: READING

9.4 The student will read, comprehend, and analyze a variety of fictional texts including narratives, literary
nonfiction, poetry, and drama.

a) Identify the characteristics that distinguish literary forms.

b) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme.
c) Interpret how themes are connected across texts.
d) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and elicit the reader’s
emotion.
e) Analyze the cultural or social function of a literary text.
f) Explain the relationship between the author’s style and literary effect.
g) Explain the influence of historical context on the form, style, and point of view of a written work.
h) Compare and contrast authors’ use of literary elements within a variety of genres.
i) Analyze how the author’s specific word choices and syntax impact the author’s purpose.
j) Make inferences and draw conclusions using references from the text(s) for support.
k) Compare/contrast details in literary and informational nonfiction texts.
l) Use reading strategies to monitor comprehension throughout the reading process.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand the relationship between  read paired passages/read across texts to examine author’s word choice, theme
an author’s style and literary effect development, point of view, etc.
 understand that analysis of a text  identify the differing characteristics that distinguish literary forms, including, but not
should be based on text references, not limited to,
personal opinion o narrative allegory
 understand an author’s use of o epic poetry
figurative language creates images, o drama
sounds, and effects o essay analytical essay,
 understand how dramatic conventions o literary nonfiction
impact a reader’s comprehension of a o personal essays
play and are often revealed through  identify and analyze elements of dramatic literature
staging as well as through narration o dramatic structure (i.e., exposition/initiating event, rising action,

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 STRAND: READING

9.4 The student will read, comprehend, and analyze a variety of fictional texts including narratives, literary
nonfiction, poetry, and drama.

and dialogue complication/conflict, climax, falling action, resolution/denouement

 understand a character’s development [conclusion/resolution])
throughout a text o monologue
 understand how authors are often o soliloquy
influenced by culture, society, or o dialogue
current events. o aside
o dialect
o stage directions
 describe how stage directions help the reader understand a play’s setting, mood, characters,
plot, and theme
 explain the relationships among the elements of literature, including, but not limited to,
o protagonist/antagonist and other characters
o plot
o setting
o tone
o point of view (e.g., first person, third-person limited, third-person omniscient)
o theme
o speaker and narrator
 analyze the techniques used by an author to convey information about a character
 analyze character types, including dynamic/round character, static/flat character, and
stereotype
 analyze how authors create multilayered characters through the use of literary devices
o indirect and direct methods of characterization
o character’s actions
o interactions with other characters
o dialogue
o physical appearance
o thoughts

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 STRAND: READING

9.4 The student will read, comprehend, and analyze a variety of fictional texts including narratives, literary
nonfiction, poetry, and drama.

 analyze how characters with multiple or conflicting motivations develop over the course of
a text and advance the plot or develop theme
 analyze how the plot structures advance the action in literature
 determine a theme of a text and analyze its development
 compare and contrast types of figurative language and other literary devices, including, but
not limited to,
o simile
o metaphor
o personification
o analogy
o symbolism
o apostrophe
o allusion
o imagery
o paradox
o oxymoron
 identify and analyze sound devices, including, but not limited to,
o rhyme (approximate, end, slant)
o rhythm
o repetition
o alliteration
o assonance
o consonance
o onomatopoeia
o parallelism
 identify and analyze an author’s presentation of literary content by the use of structuring
techniques, such as parallel plots, subplots and multiple story lines
 analyze an author’s use of diction and syntax to convey ideas and content, including, but

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 STRAND: READING

9.4 The student will read, comprehend, and analyze a variety of fictional texts including narratives, literary
nonfiction, poetry, and drama.

not limited to,

o rhetorical question
o cliché
o connotation
o denotation
o hyperbole
o understatement
o overstatement
o irony (dramatic, situational, verbal)
o dialect
o pun
 compare and contrast two or more texts on the same topic or with similar themes
 use evidence from the text(s) for support when drawing conclusions, making inferences
 analyze how an individual, event, or idea is introduced, illustrated, and elaborated in a text
(e.g., through examples or anecdotes)
 demonstrate comprehension and apply strategies to write about what is read.

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 STRAND: READING

9.5 The student will read and analyze a variety of nonfiction texts.

a) Apply knowledge of text features and organizational patterns to understand, analyze, and gain meaning from texts.
b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
c) Analyze the author’s qualifications, viewpoint, and impact.
d) Recognize an author’s intended purpose for writing and identify the main idea.
e) Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events within and between texts.
f) Identify characteristics of expository, technical, and persuasive texts.
g) Identify a position/argument to be confirmed, disproved, or modified.
h) Evaluate clarity and accuracy of information.
i) Analyze, organize, and synthesize information to solve problems, answer questions, complete a task, or create a product.
j) Differentiate between fact and opinion and evaluate the impact of each.
k) Analyze ideas within and between selections, providing textual evidence.
l) Use the reading strategies to monitor comprehension throughout the reading process.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that specialized vocabulary  identify and infer the main idea from a variety of complex informational text
is vocabulary that is unique to a  organize and synthesize information from two texts, while maintaining the intended
specific content, topic, or discipline. purpose of each original text
 understand that text features are  analyze two or more texts with conflicting information on the same topic and identify how
created purposefully, are an aid to the texts disagree
comprehension, and should be used to  demonstrate the use of text features to locate information, including, but not limited to,
locate information o title page
 understand that an author’s credentials o bolded or highlighted words
and experiences contribute to his/her o index
viewpoint o graphics
 understand an author’s viewpoint o charts
refers to a bias or subjectivity toward o headings
the subject; a viewpoint can be
 analyze organizational patterns to aid comprehension, including, but not limited to,
positive or negative
o cause and effect

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 STRAND: READING

9.5 The student will read and analyze a variety of nonfiction texts.

 understand that skilled readers of o comparison/contrast,

nonfiction texts and technical o enumeration or listing
documents apply different reading o sequential or chronological
strategies. o concept/definition
o generalization
o process
o problem/solution
 identify an author’s position/argument within informational text
 evaluate the clarity and accuracy of information found in informational texts
 make inferences and draw conclusions from complex informational text
 demonstrate comprehension and apply strategies to write about what is read.

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2017 English Standards of Learning Curriculum Framework: Ninth Grade
 STRAND: WRITING

At the ninth-grade level, students will continue to develop as readers and writers. Students will use the recursive writing process while writing in a
variety of forms with an emphasis on analysis and persuasion. Students will write persuasively and analytically using evidence from credible sources
and organizational patterns to effectively match the intended audience and purpose. Students will be expected to have greater control over the
conventions of writing. Teachers will emphasize the importance of effective critical-thinking skills that lead to success in future postsecondary
education and workplace environments.

Teacher Notes
 Teachers should recognize the difference between teaching writing and assigning writing.
 Teachers should recognize that there is not a required number of paragraphs or prescribed structure. Requiring students to use a prescribed
model (i.e.,five paragraphs) often produces formulaic writing and limits student expression.
 Teachers will model the recursive writing process for students, including the use of anchor texts that would be acceptable to both
postsecondary education and the workplace.
 Teachers should refer to examples of writing in mentor texts.
 The focus of writing in ninth grade is persuasion and analysis.
 Teachers should integrate grammar with writing instruction throughout the academic year.
 Teachers should use student writing to teach editing and peer editing skills.
 Teachers should teach students to blend multiple forms of writing and embed narrative techniques.
 Teachers may want to consult professional publications.
 Teachers should instruct students in the features of the three domains of writing:
o Composing-focusing on a clear, central idea; providing elaboration, organization, and unity
o Written Expression—sentence variation, selected information, word choice, voice, and tone
o Usage/Mechanics—grammar, punctuation, and usage as appropriate for the grade level
 Teachers should use writing conferences and portfolios to monitor student progress.
 Teachers should provide the opportunity for students to have practice writing on demand, for shorter time frames, and over extended periods
of time.
 Teachers should provide opportunities for student choice with topic, audience, and purpose.

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 STRAND: WRITING

9.6 The student will write in a variety of forms to include expository, persuasive, reflective, and analytic, with an
emphasis on persuasion and analysis.

a) Engage in writing as a recursive process.

b) Plan, organize, and write for a variety of audiences and purposes.
c) Objectively introduce and develop topics, incorporating evidence and maintaining an organized structure and a formal style.
d) Blend multiple forms of writing, including embedding a narrative to produce effective essays.
e) Communicate clearly the purpose of the writing using a thesis statement.
f) Compose a thesis for persuasive writing that advocates a position.
g) Clearly state and defend a position, using reasons and evidence from credible sources as support.
h) Identify counterclaims and provide counterarguments.
i) Determine the best kind of evidence to use for a claim, and effectively use fact and opinion to support a position.
j) Use textual evidence to compare and contrast multiple texts.
k) Arrange paragraphs in a logical progression, using transitions between paragraphs and ideas.
l) Revise writing for clarity of content, accuracy, and depth of information.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that writing requires a  use prewriting strategies and organize writing
recursive process that includes  demonstrate the purpose of writing as narrative, persuasive, expository, reflective or
planning, drafting, revising, editing, analytical
and publishing  write reflectively to explain and analyze a text, a presentation, an experience, a skill, or an
 understand that writing should be event
purposefully crafted, with attention to  recognize that three examples of reflective writing include:
deliberate word choice, precise o technical— – which includes what worked or did not work and reasons why,
information, and vocabulary problem-solving techniques, and theories that were used or tested
 understand that voice and tone must be o collaborative— – which is centered on team dynamics, how everyone worked
developed with awareness of audience together and why, and worked or did not work and reasons why
and purpose o individual—Focuses on questions such as, “What did I learn?” “How did I learn
 recognize the importance of it?” and “What could I have done better?”
maintaining a formal style and  develop and apply embedded narrative techniques to enhance writing

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 STRAND: WRITING

9.6 The student will write in a variety of forms to include expository, persuasive, reflective, and analytic, with an
emphasis on persuasion and analysis.

objective tone in academic writing.  create a thesis statement that focuses the essay, expresses the writer’s position in an
argument, or explains the purpose of the essay
 use embedded clauses for sentence variety
 write persuasively, organizing reasons logically and effectively
 analyze sources and determine the best information to support a position/argument
 use credible, current research and expert opinions to support a position/argument
 identify counterclaims and identify counterarguments that address those claims
 compare/contrast and select evidence from multiple texts to strengthen a
position/argument
 select and use the organizational pattern(s) to effectively match the intended audience and
purpose
 revise writing for clarity, content, quality of information, and intended audience and
purpose.

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 STRAND: WRITING

9.7 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure,
paragraphing, and Standard English.

a) Use parallel structure across sentences and paragraphs.

b) Use appositives, main clauses, and subordinate clauses.
c) Use commas and semicolons to distinguish and divide main and subordinate clauses.
d) Distinguish between active and passive voice.
e) Use a variety of sentence structures to infuse sentence variety in writing.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should understand that To be successful with this standard, students are expected to
grammatical and syntactical choices convey a  differentiate between active and passive voice
writer’s message.  use parallel structure to link coordinate ideas, compare/contrast ideas, and link ideas with
correlative conjunctions
 use appositives
 distinguish and divide main and subordinate clauses, using commas and semicolons
 use a semicolon or a conjunctive adverb to link two or more closely-related independent
clauses.

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 STRAND: RESEARCH

At the ninth-grade level, students will apply research techniques to analyze information gathered from diverse sources by identifying misconceptions
and possible bias. Students will evaluate the validity and authenticity of sources, and apply research techniques to quote, summarize, paraphrase, and
embed findings. In addition, students will learn to cite sources using either the MLA or APA style and follow ethical and legal guidelines for
gathering and using information. Teachers will encourage the development of research skills that are foundational to effective critical thinking and
responsible use of information. These skills are necessary for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should note that research can be individual, collaborative, cross-curricular, and integrated throughout the year.
 Research products can vary from small informative pieces to large multimodal presentations.
 Teachers will teach students how to embed information correctly into research products.
 Teachers should use the librarian/media specialist’s expertise in teaching the research process.
 Teachers will make students aware of possible consequences of plagiarism.
 Teachers should emphasize giving credit to all sources used when gathering information, including music, graphics, and another person’s
media.
 Teachers will have students demonstrate responsible use of the Internet.

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 STRAND: RESEARCH

9.8 The student will find, evaluate, and select credible resources to create a research product.

a) Verify the validity and accuracy of all information.

b) Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information,
point of view, or bias.
c) Evaluate and select evidence from a variety of sources to support claims and introduce counterclaims.
d) Cite sources for both quoted and paraphrased information using a standard method of documentation such as that of the Modern
Language Association (MLA) or the American Psychological Association (APA).
e) Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.
f) Demonstrate ethical use of the Internet.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand the format for citing  use resources to access, organize, and present information
sources of information  focus the topic by
 understand that using a standard form o identifying audience
of documentation legally protects the o identifying purpose
intellectual property of writers o combining search terms effectively
 understand that using multiple sources  review research information and select resources based upon reliability, accuracy, and
of information produces a more relevance to the purpose of the research
complete understanding of a topic  differentiate between reliable and unreliable resources
 understand that plagiarism is the act of  question the validity and credibility of information
presenting someone else’s work as o Is the source free from bias? Does the writer have something to gain from his
one’s own opinion?
 understand to avoid plagiarism, credit o What is the purpose of the page?
must be given when using another o Is the information current?
person’s ideas, opinions, facts, o Can the information on the web page be verified?
statistics, or graphics
o Does the information contain facts for support?
 understand the purposeful and
responsible use of the Internet  avoid plagiarism by
o recognizing that one must correctly cite sources to give credit to the author,

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 STRAND: RESEARCH

9.8 The student will find, evaluate, and select credible resources to create a research product.

 understand the importance of illustrator, or creator of an original work

evaluating the intent of the author, o recognizing that sources of information must be cited even when the information
which may include misinformation, has been paraphrased
bias, and unsupported assertions. o using quotation marks when someone else’s exact words are quoted
 understand that there are  use a current style sheet, such as MLA or APA, to cite sources.
consequences of plagiarism according
to the guidelines established by local
school divisions and the law.
 understand the ethical issues and
responsibility of documentation in
research.

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2017 English Standards of Learning Curriculum Framework: Ninth Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

196
2017 English Standards of Learning Curriculum Framework: 10th Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

Students will create media messages and analyze the cause-and-effect relationships between mass media coverage and public opinion trends.
Students will continue to use multimodal tools to create presentations both independently and in small groups. Tenth-grade students will continue to
become skilled communicators, working both independently and in collaborative groups while presenting alternate views and working toward
common goals. Teachers will emphasize the importance of effective interpersonal communication and collaboration skills that are essential for
success in future postsecondary education and workplace environments.

Teacher Notes
 Please note presentation skills may differ within classrooms.
 Teachers should provide opportunities for students to create interactive, multimodal presentations.
 Teachers should provide opportunities for small-group analysis and self-analysis of the effectiveness of communication.
 Teachers should provide opportunities for students to collaborate to solve problems.
 Teachers should note that the communication strand should be integrated with the reading, writing, and research strands throughout the year.
 Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the
intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, movement).

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

10.1 The student will make planned multimodal, interactive presentations collaboratively and individually.

a) Make strategic use of multimodal tools.

b) Credit information sources.
c) Demonstrate the ability to work effectively with diverse teams, including setting rules and goals for group work, such as coming to
informal consensus, taking votes on key issues, and presenting alternate views.
d) Assume responsibility for specific group tasks.
e) Include all group members and value individual contributions made by each group member.
f) Use a variety of strategies to listen actively and speak, using appropriate discussion rules with awareness of verbal and nonverbal cues.
g) Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
h) Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
i) Access, critically evaluate, and use information accurately to solve problems.
j) Use reflection to evaluate one’s own role and the group process in small-group activities.
k) Evaluate a speaker’s point of view, reasoning, use of evidence, rhetoric, and identify any faulty reasoning.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that small-group collaboration  assume shared responsibility for collaborative work
exists beyond the classroom and the ability  collaborate with peers to set guidelines for group presentations and discussions, set clear
to effectively participate is an essential goals and deadlines, and define individual roles as needed
skill  demonstrate active listening through the use of appropriate facial expressions and posture
 understand that verbal and nonverbal  engage others in a conversation by posing and responding to questions in a group situation
techniques are important for effective  examine and evaluate strengths and weaknesses when participating in small-group
communication presentations
 understand working effectively with  evaluate the overall effectiveness of a group’s preparation and presentation
diverse groups includes  make compromises to accomplish a common goal(s) and reach consensus
o exercising flexibility in making  evaluate the content of presentation(s), including introduction, organization,
necessary compromises to accomplish strengths/weaknesses in evidence and reasoning, and conclusion.
a common goal
o defining a team goal and working
toward it

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

10.1 The student will make planned multimodal, interactive presentations collaboratively and individually.

o treating all ideas respectfully

o demonstrating respect for others’ ideas
by acknowledging differing points of
view
o coming to agreement by seeking
consensus
 understand the importance of self-
reflection in small-group activities.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

10.2 The student will examine, analyze, and produce media messages.

a) Create media messages for diverse audiences.

b) Credit information sources.
c) Evaluate sources for relationships between intent, factual content, and opinion.
d) Analyze the impact of selected media formats on meaning.
e) Analyze the purpose of information and persuasive techniques used in diverse media formats.
f) Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).
g) Describe possible cause-and-effect relationships between mass media coverage and public opinion trends.
h) Monitor, analyze, and use multiple streams of simultaneous information.
i) Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 recognize that media messages express a  identify and analyze the sources and viewpoint of publications including advertisements,
viewpoint and contain values editorials, blogs, and websites.
 understand that there is a relationship  analyze, compare, and contrast visual and verbal media messages for content (word choice
between the author’s intent, the factual and choice of information), intent (persuasive techniques), impact (public opinion trends),
content, and opinion expressed in media and effectiveness (effect on the audience).
messages  determine the author’s purpose, factual content, opinion, and/or possible bias as presented
 comprehend how the purposeful use of in media messages.
persuasive language and word  recognize that persuasive techniques are used to convince viewers to make decisions,
connotations convey viewpoint and bias change their minds, take a stand on an issue, or predict a certain outcome, including, but
 understand the difference between not limited to,
objectivity (fact) and subjectivity (bias) in o ad hominem
media messages o red herring
 understand how special effects are o straw man
employed in media messages to persuade o begging the question
viewers o testimonial
 recognize that each media message is o ethical appeal
constructed and that, to understand the o emotional appeal and logical appeal

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

10.2 The student will examine, analyze, and produce media messages.

whole meaning of the message, it must be  avoid plagiarism by giving credit whenever using another person’s media, facts, statistics,
deconstructed. graphics, images, music and sounds, quotations, or paraphrases of another person’s words
 analyze media to determine the cause-and-effect relationship(s) between media coverage
and public opinion trends.

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2017 English Standards of Learning Curriculum Framework: 10th Grade
 STRAND: READING

Students will continue development of vocabulary, with attention to connotations, idioms, classical allusions, and figurative language. There is a
sustained emphasis on reading comprehension by comparing fiction and nonfiction texts. Students will analyze the cultural and social function and
universal themes of fictional texts from different cultures. Tenth-grade students will analyze and synthesize information from nonfiction texts to
solve problems, answer questions, and generate new knowledge. These critical-thinking skills are foundational to technical reading and writing and
are transferable across all content areas. *The bodies of literature for grades 10, 11, and 12 are interchangeable and may be taught in any of these
grades.*

Teacher Notes
 Teachers should teach a balance of fiction (including poetry) and nonfiction throughout the academic year.
 Nonfiction texts should include informational, persuasive, and technical texts.
 Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
o Teachers may integrate the strands through the use of thematic units.
o Teachers should ask students to write about what they have read.
 Vocabulary words should be culled from student reading rather than from prescribed lists and should not be taught in isolation.
o Although the vocabulary standards in high school remain similar, the words studied should increase in complexity according to a
variety of texts read. Vocabulary can also be differentiated according to text and level of student.
o There is not a specific list of Greek/ Latin roots, or idioms. Teachers may want to consult professional publications.
o Teachers should provide instruction on classical allusions and how they can impact and deepen the meaning of the text.
 While whole-group instruction can be centered on a shared text, teachers must also provide opportunities for student choice with both fiction
and nonfiction texts.
 Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using
paired passages with a variety of texts.
 A list of poetic elements and techniques and literary devices is included in the Essential Knowledge, Skills, and Processes column for English
SOL 9.4.
 Teachers should include literary texts that fulfill a social or cultural function depending on the time, location, theme and purpose of the
author(s) across texts. For example, Things Fall Apart focuses on the clash of cultures in an African country centered on a prodigal son
brought down by hubris.
 Teachers should introduce students to longer, more complex texts both on grade level and above grade level.
 Teachers should have students refer to the text(s) for support.
 Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast.

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 STRAND: READING

10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary
development in authentic texts.

a) Use structural analysis of roots, affixes, synonyms, and antonyms to understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings and interpret the connotation.
d) Explain the meaning of common idioms.
e) Explain the meaning of literary and classical allusions and figurative language in text.
f) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 recognize that words have nuances of  use roots or affixes to determine or clarify the meaning of words
meaning and that understanding the  demonstrate an understanding of and explain common idioms
connotations may be necessary to  use prior reading knowledge and other sources to identify and explain the meaning of
determine the appropriate meaning literary and classical allusions
 understand that figurative language  demonstrate understanding of figurative language and connotations in word meanings.
enriches text
 understand that word structure aids
comprehension of unfamiliar and
complex words
 understand that affixes and Greek and
Latin roots are clues to determine
meanings of words
 understand that context and
connotations help determine the
meaning of text
 understand that allusions are used to
assist readers in providing connections
to other works or historical events.

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2017 English Standards of Learning Curriculum Framework: 10th Grade
 STRAND: READING

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

a) Make inferences and draw conclusions, using references from the text(s) for support.
b) Analyze the similarities and differences of techniques and literary forms represented in the literature of different cultures and eras.
c) Interpret the cultural or social function of world and ethnic literature.
d) Analyze universal themes prevalent in the literature of different cultures.
e) Examine a literary selection from several critical perspectives.
f) Critique how authors use key literary elements to contribute to meaning, including character development, theme, conflict, and
archetypes.
g) Interpret how themes are connected within and across texts.
h) Explain the influence of historical context on the form, style, and point of view of a literary text(s).
i) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text.
j) Compare/contrast details in literary and informational nonfiction texts.
k) Compare and contrast how literary devices convey a message and elicit a reader’s emotions.
l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that literature is universal  construct meaning from text by making connections between what they already know and
and influenced by different cultures the new information they read
and eras  analyze and critique themes across texts and within various social, cultural, and historical
 understand that analysis of a text contexts
should be based on textual evidence  compare and contrast a variety of literary works from different cultures and eras, including,
rather than personal opinion but not limited to,
 understand how dramatic conventions o short stories
can provide the audience with a o poems
deeper understanding of the play o plays
 understand rhyme, rhythm, and sound o novels
elements o essays
 understand that writers use techniques o literary nonfiction

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2017 English Standards of Learning Curriculum Framework: 10th Grade
 STRAND: READING

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

and literary devices to evoke emotion  explain similarities and differences among literary genres from different cultures,
in the reader. including, but not limited to,
o sonnets
o myths
o novels
o graphic novels
o short stories
 analyze the different character roles in literary texts (e.g., foil, tragic hero)
 analyze how indirect characterization reveal(s) nuances of character and advances the plot
 analyze universal themes, including, but not limited to,
o struggle with nature
o survival of the fittest
o coming of age
o power of love
o loss of innocence
o struggle with self
o disillusionment with life
o the effects of progress
o power of nature
o alienation and isolation
o honoring the historical past
o good overcoming evil
o tolerance of the atypical
o the great journey
o noble sacrifice
o the great battle
o love and friendship
o revenge
 analyze works of literature for historical information about the period in which they were

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2017 English Standards of Learning Curriculum Framework: 10th Grade
 STRAND: READING

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.

written
 describe common archetypes that pervade literature including, but not limited to,
o hero/heroine
o trickster
o outsider/outcast
o rugged individualist
o shrew
o vampiric male
o innocent
o caretaker
o rebel
o misfit
o scapegoat
o lonely orphan
 examine a literary selection from several different critical perspectives.
 analyze how an author achieves specific effects and purposes using literary devices and
figurative language (e.g., understatement, allusion, allegory, paradox)
 analyze a case in which a point of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, irony, understatement)
 analyze a particular point of view or cultural experience reflected in a literary work
 compare and contrast literary devices that convey a poem’s message and elicit a reader’s
emotions
 interpret and paraphrase the meanings of selected poems
 identify and describe dramatic conventions
 compare and contrast two or more texts on the same topic or with similar themes
 use evidence from the text(s) for support when drawing conclusions or making inferences
 demonstrate comprehension and apply strategies to write about what is read.

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 STRAND: READING

10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.

a) Analyze text features and organizational patterns to evaluate the meaning of texts.
b) Recognize an author’s intended audience and purpose for writing.
c) Skim materials to develop an overview and locate information.
d) Compare and contrast informational texts for intent and content.
e) Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
f) Draw conclusions and make inferences on explicit and implied information, using textual support as evidence.
g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
h) Analyze ideas within and between selections, providing textual evidence.
i) Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events within and between texts.
j) Use reading strategies throughout the reading process to monitor comprehension.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that skilled readers of  identify the different formats and purposes of informational and technical texts
nonfiction texts and technical  analyze and synthesize information from multiple texts, while maintaining the intended
documents apply different reading purpose of each original text
strategies  analyze the vocabulary (i.e., content-specific jargon, technical terminology) and ideas of
 understand that informational and informational texts from various academic disciplines to clarify understandings of concepts
technical writing is often non-linear,  recognize the non-linear, fragmented, and graphic elements found in informational and
fragmented, and supported with technical writing
graphics.  analyze two or more texts with conflicting information on the same topic and identify how
the texts disagree
 analyze how authors use rhetoric
 identify essential details in complex informational texts
 interpret and analyze information presented in maps, charts, timelines, tables, and diagrams
 make inferences and draw conclusions from complex informational texts
 demonstrate comprehension and apply strategies to write about what is read.

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2017 English Standards of Learning Curriculum Framework: 10th Grade
 STRAND: WRITING

At the 10th grade level, students will continue to develop as readers and writers. Students will use the recursive writing process while writing in a
variety of forms with an emphasis on analysis and persuasion. Students will write persuasively and analytically, synthesizing evidence from credible
sources, and use organizational patterns to effectively match the intended audience and purpose. Students will be expected to have greater control
over the conventions of writing and write and revise to a standard acceptable both in the workplace and postsecondary education.

Teacher Notes
 The focus of writing in 10th grade is persuasion and analysis.
 Teachers should recognize the difference between teaching writing and assigning writing.
 Teachers should recognize that there is not a required number of paragraphs or prescribed structure. Requiring students to use a prescribed
model (i.e., five paragraphs) often produces formulaic writing and limits student expression.
 Teachers will model the recursive writing process for students.
 Teachers should reference quality writing in published works as models.
 The focus of writing in 10th grade is persuasion and analysis.
 Teachers will integrate grammar with writing instruction throughout the academic year.
 Teachers will use student writing to teach editing and peer editing skills.
 Teachers will teach students to blend multiple forms of writing and embed narrative techniques.
 Teachers may want to consult professional publications.
 Teachers will instruct students in the features of the three domains of writing:
o Composing-focusing on a clear, central idea; providing elaboration, organization, and unity
o Written Expression—sentence variation, selected information, word choice, voice, and tone
o Usage/Mechanics—grammar, punctuation, and usage as appropriate for the grade level
 Teachers will use writing conferences and portfolios to monitor student progress.
 Teachers will provide the opportunity for students to have practice writing on demand, for shorter time frames, and over extended periods of
time.
 Teachers should provide opportunities for student choice with topic, audience, and purpose.

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2017 English Standards of Learning Curriculum Framework: 10th Grade
 STRAND: WRITING

10.6 The student will write in a variety of forms to include persuasive, reflective, interpretive, and analytic, with an
emphasis on persuasion and analysis.

a) Engage in writing as a recursive process.

b) Plan and organize writing to address a specific audience and purpose.
c) Adjust writing content, technique, and voice for a variety of audiences and purposes.
d) Communicate clearly the purpose of the writing using a thesis statement.
e) Objectively introduce and develop topics, incorporating evidence and maintaining an organized structure and a formal style.
f) Compose a thesis statement for persuasive writing that advocates a position.
g) Clearly state and defend a position using reasons and sufficient evidence from credible sources as support.
h) Identify counterclaims and provide counterarguments.
i) Show relationships among claims, reasons, and evidence and include a conclusion that follows logically from the information presented.
j) Blend multiple forms of writing, including embedding a narrative to produce effective essays.
k) Elaborate ideas clearly through word choice.
l) Use textual evidence to compare and contrast multiple texts.
m) Revise writing for clarity of content, accuracy, and depth of information.
n) Write and revise to a standard acceptable both in the workplace and in postsecondary education.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that writing requires a  demonstrate the purpose of writing as narrative, persuasive, expository, reflective, or
recursive process that includes analytical
planning, drafting, revising, editing,  develop and apply embedded narrative techniques, such as dialogue, description, and
and publishing pacing to develop experiences or characters and enhance writing
 understand that writing should be  create a thesis statement that focuses the essay, expresses the writer’s position in an
purposefully crafted with attention to argument, or explains the purpose of the essay
deliberate word choice and precise  use effective rhetorical appeals, to establish credibility and persuade intended audience
information  use embedded clauses for sentence variety
 understand the features of the domains  write persuasively, organizing reasons logically and effectively
of writing, including composing,  analyze sources and determine the best information to support a position/argument
written expression, and  use credible, current research and expert opinions to support a position/argument

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2017 English Standards of Learning Curriculum Framework: 10th Grade
 STRAND: WRITING

10.6 The student will write in a variety of forms to include persuasive, reflective, interpretive, and analytic, with an
emphasis on persuasion and analysis.

usage/mechanics, are essential to  identify counterclaims and use counterarguments that address those claims
quality writing  compare/contrast and select evidence from multiple texts to strengthen a
 understand that voice and tone must position/argument
be developed with awareness of  use specific revision strategies and adapt content, vocabulary, voice, and tone to audience,
audience and purpose. purpose, and situation
 revise writing for clarity and quality of information to effectively match the intended
audience and purpose of a workplace and/or postsecondary education
 develop ideas deductively and inductively and organize ideas into a logical sequence,
applying effective organizational patterns/techniques.

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 STRAND: WRITING

10.7 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure,
paragraphing, and Standard English.

a) Use parallel structure across sentences and paragraphs.

b) Use complex sentence structure to infuse sentence variety in writing.
c) Distinguish between active and passive voice.
d) Use colons correctly.
e) Analyze the writing of others and suggest how writing might be improved.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that grammatical and  distinguish between active voice and passive voice to convey a desired effect
syntactical choices convey a writer’s  know and apply the rules for the use of a colon
message  edit and revise for parallel structure and complex sentences
 understand that active voice means  use peer- and self-evaluation to edit writing
that the subject of a verb performs the  proofread and prepare writing for intended audience and purpose
action  correct grammatical and usage errors.
 passive voice means that the subject
of a verb receives the action
 understand how writers use
organization and details to
communicate their purposes.

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2017 English Standards of Learning Curriculum Framework: 10th Grade
 STRAND: RESEARCH

At the 10th grade level, students will apply research techniques to analyze information gathered from diverse sources by identifying misconceptions
and possible bias. They will evaluate the validity and authenticity of sources, and apply research techniques to quote, summarize, paraphrase, and
embed findings. In addition, students will cite sources using either the MLA or APA style sheet and follow ethical and legal guidelines for gathering
and using information. Teachers will encourage the development of research skills that are foundational to effective critical thinking and responsible
use of information. These skills are necessary for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should note that research can be individual, collaborative, cross-curricular, and integrated throughout the year.
 Research products should vary from small informative pieces to large multimodal presentations throughout the academic year.
 Teachers will teach students how to embed information correctly into research products.
 Teachers should use the librarian/media specialist’s expertise in teaching the research process.
 Teachers will make students aware of possible consequences of plagiarism.
 Teachers will emphasize giving credit to all sources used when gathering information, including music, graphics, and another person’s media.
 Teachers will have students demonstrate responsible use of the Internet.

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 STRAND: RESEARCH

10.8 The student will find, evaluate, and select credible resources to create a research product.

a) Verify the accuracy, validity, and usefulness of information.

b) Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information,
and point of view or bias.
c) Evaluate and select evidence from a variety of sources to introduce counterclaims and to support claims.
d) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language
Association (MLA) or the American Psychological Association (APA).
e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
f) Demonstrate ethical use of the Internet.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that using a standard form  use resources to gather information from various sources by summarizing, paraphrasing,
of documentation legally protects the and supporting a thesis, claim, or counterclaim
intellectual property of writers  organize information and maintain coherence throughout the writing based on the topic,
 understand to avoid plagiarism, credit purpose, and audience
must be given when using another  evaluate sources for their credibility, reliability, accuracy, and limitations
person’s ideas, opinions, facts,  cite primary and secondary sources of information, using the MLA or APA method of
statistics, or graphics documentation for in-text citations and works-cited pages.
 understand the purposeful and
responsible use of the Internet
 understand the importance of
evaluating the intent of the author,
which may include misinformation,
bias, and unsupported assertions
 understand that there are
consequences of plagiarism, according
to the guidelines established by local
school divisions and the law
 understand the ethical issues and
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2017 English Standards of Learning Curriculum Framework: 10th Grade
 STRAND: RESEARCH

10.8 The student will find, evaluate, and select credible resources to create a research product.

responsibility of documentation in
research.

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2017 English Standards of Learning Curriculum Framework: 10th Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

215
2017 English Standards of Learning Curriculum Framework: 11th Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

Students will create media messages and analyze the cause-and-effect relationships between mass media coverage and public opinion trends.
Students will create persuasive, multimodal presentations that address alternative perspectives. Eleventh-grade students continue to build
communication skills, working both independently and in collaborative groups. Students will continue to demonstrate the ability to work within
collaborative groups while presenting alternate views and working toward common goals. Teachers will emphasize the importance of effective
interpersonal communication and collaboration skills that are essential for success in future postsecondary education and workplace environments.

Teacher Notes
 Please note presentation skills may differ within classrooms.
 Teachers should provide opportunities for students to create interactive, multimodal presentations.
 Teachers should provide opportunities for small-group analysis and self-analysis of the effectiveness of communication.
 Teachers should note that the communication strand should be integrated with the reading, writing, and research strands throughout the year.
 Teachers should provide opportunities for students to collaborate to solve problems.
 Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the
intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, movement).

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

11.1 The student will make planned, informative and persuasive, multimodal, interactive presentations, collaboratively
and individually.

a) Select and effectively use multimodal tools to design and develop presentation content.
b) Credit information sources.
c) Demonstrate the ability to work collaboratively with diverse teams.
d) Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
e) Use a variety of strategies to listen actively and speak, using appropriate discussion rules with awareness of verbal and nonverbal cues.
f) Anticipate and address alternative or opposing perspectives and counterclaims.
g) Evaluate the various techniques used to construct arguments in multimodal presentations.
h) Use vocabulary appropriate to the topic, audience, and purpose.
i) Evaluate effectiveness of multimodal presentations.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 recognize rhetoric as the art of persuasion  define a position and select evidence to support that position through reading, writing, and
and argument discussion
 understand how to evaluate and critique  develop effective multimodal presentations to defend a position or present information
content and delivery of presentations.  apply and evaluate persuasive rhetorical devices and techniques
 use effective evidence and presentation skills to convince an audience
 make purposeful language choices based on topic, audience, and situation
 make choices based on predicted audience response
 listen actively by asking clarifying and elaborating questions
 evaluate the use of persuasive techniques, such as
o introduction (for securing interest and establishing unity)
o organization
o proof/support
o logic
o conclusion
o rhetorical devices, including but not limited to:
 call to action
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11.1 The student will make planned, informative and persuasive, multimodal, interactive presentations, collaboratively
and individually.

 loaded and elevated language

 rhetorical question
 appeal to emotion
 repetition
 figurative language
 addressing counterclaims
 critique the accuracy, relevance, and organization of evidence
 critique the clarity and effectiveness of delivery.

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11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs
and behaviors.

a) Describe possible cause-and-effect relationships between mass media coverage and public opinion trends.
b) Create media messages with a specific point of view.
c) Evaluate media sources for relationships between intent and content.
d) Analyze the impact of selected media formats on meaning.
e) Determine the author’s purpose and intended effect on the audience for media messages.
f) Manage, analyze, and synthesize multiple streams of simultaneous information.
g) Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 recognize that media messages express  evaluate media messages for content, intent, and impact
viewpoints and contain values to influence  analyze and critique how media reach the targeted audience for specific purposes
the beliefs and behaviors of the intended  analyze media to determine the cause-and-effect relationship(s) between media coverage
audience and public opinion trends
 understand the difference between  analyze how the media’s use of symbolism, imagery, and metaphor affects the message
objectivity (fact) and subjectivity (bias) in  avoid plagiarism by giving credit whenever using another person’s media, facts, statistics,
media messages graphics, images, music and sounds, quotations, or paraphrases of another person’s words.
 comprehend the purposeful use of
persuasive language and how word
connotations convey viewpoint and bias.

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 STRAND: READING

Students will continue development of vocabulary, with attention to connotations, idioms, classical allusions, and figurative language. In 11th grade,
there is a sustained emphasis on reading comprehension of fiction and nonfiction texts. Students will conduct comparative analyses of multiple texts
that address the same topic to determine how authors reach similar or different conclusions. Students will examine and analyze fiction texts by
American authors describing the contributions of other cultures and identifying prevalent themes and characterizations, which are reflective of
American history and culture.
*The bodies of literature for grades 10, 11, and 12 are interchangeable and may be taught in any of these grades.*

Teacher Notes
 Teachers should teach a balance of fiction (including poetry) and nonfiction throughout the academic year.
o Nonfiction texts should include informational, persuasive, technical texts, and employment documents.
o Fiction texts should include novels, short stories, poetry, drama, and literary nonfiction which employs the elements of fiction.
 Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
o Teachers may integrate the strands through the use of thematic units.
o Teachers should ask students to write about what they have read.
 Vocabulary words should be culled from student reading rather than from prescribed lists and should not be taught in isolation.
o Although the vocabulary standards in high school remain similar, the word study should increase in complexity according to a variety
of texts read. Vocabulary can also be differentiated according to text and level of student.
o There is not a specific list of Greek/Latin roots, or idioms. Teachers may want to consult professional publications.
o Teachers should provide instruction on classical allusions and how they can affect and deepen the meaning of the text.
 While whole-group instruction can be centered on a shared text, teachers must also provide opportunities for student choice with both fiction
and nonfiction texts.
 Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using
paired passages with a variety of texts.
 Teachers should include literary texts that fulfill a social or cultural function depending on the time, location, theme and purpose of the
author(s) across texts. For example, The Grapes of Wrath, which focuses on the plight of migrant farmers, affected the conscience of a nation
and helped to change laws.
 Teachers should introduce students to longer, more complex texts both on grade level and above grade level.
 Teachers should have students refer to the text(s) for support.
 Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast.
 Teachers should refer and deepen their understanding of the list of poetic elements and techniques and literary devices included in the
Essential Knowledge, Skills, and Processes column for English SOL 9.4.
 Teachers will require analytical and critical-thinking skills to teach the level of skill expected in postsecondary education and the workplace.
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11.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary
development in authentic texts.

a) Use structural analysis of roots, affixes, synonyms, and antonyms to understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings and interpret the connotation.
d) Explain the meaning of common idioms.
e) Explain the meaning of literary and classical allusions and figurative language in text.
f) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 recognize that words have nuances of  use roots or affixes to determine or clarify the meaning of words
meaning and that understanding the  demonstrate an understanding of and explain common idioms
connotations and context may be  use prior reading knowledge and other sources to identify and explain the meaning of
necessary to determine the appropriate literary and classical allusions
meaning  interpret figures of speech (e.g., paradox) in context and analyze their roles in the text
 recognize that figurative language  analyze the connotation of words with similar denotations
enriches text  demonstrate understanding of figurative language and connotations in word meanings.
 understand that word structure aids
comprehension of unfamiliar and
complex words
 understand that affixes and Greek and
Latin roots are clues to determine
meanings of words
 understand that allusions are used to
assist readers in providing connections
to other works or historical events.

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 STRAND: READING

11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture.

a) Describe contributions of different cultures to the development of American literature.

b) Compare and contrast the development of American literature in its historical context.
c) Analyze American literature, as it reflects traditional and contemporary themes, motifs, universal characters, and genres.
d) Interpret the social or cultural function of American literature.
e) Analyze how context and language structures convey an author’s intent and viewpoint.
f) Critique how authors use key literary elements to contribute to meaning, including character development, theme, conflict, and
archetypes within and across texts.
g) Interpret how the sound and imagery of poetry support the subject, mood, and theme and appeal to the reader’s senses.
h) Evaluate how specific word choices, syntax, tone, and voice support the author’s purpose.
i) Analyze the use of dramatic conventions in American literature.
j) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical-thinking questions about the text(s).
k) Compare/contrast literary and informational nonfiction texts.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand characteristics and cultures  use appropriate reading strategies to approach different genres and reading tasks
of historical periods and how the  discuss how the subject matter, style, genre, theme, and purpose of literary works often
literature reflects those characteristics reflect the culture and events of the times in which the works were written
 recognize and understand universal  analyze how connections among motifs, setting, character traits, character development,
characters, themes, and motifs in and plot suggest multiple themes
American literature  analyze and critique themes across texts and within various social, cultural, and historical
 understand how an author’s intent is contexts
achieved by the use of context and  analyze and critique themes and issues within and across texts related to
language o religious diversity
 understand dramatic conventions and o political struggles
devices. o ethnic and cultural mores and traditions
o individual rights, gender equity, and civil rights
 describe and contrast literary movements and representative texts associated with each
literary movement, including how two or more texts from the same period treat similar

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 STRAND: READING

11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture.

themes or topics
 differentiate archetypes that are common in American literature, including, but not limited
to,
o hero/heroine
o trickster
o outsider/outcast
o shrew
o rebel
o misfit
o scapegoat
 analyze major themes in American literature through the perspective of various social,
cultural, and historical contexts, including, but not limited to,
o the American Dream
o loss of innocence
o coming of age
o relationship with nature
o alienation and isolation
o rebellion and protest
 analyze texts to identify the author’s viewpoints and beliefs and critique how these relate to
larger historical, social, and cultural contexts
 describe how the use of context and language structures conveys an author’s intent and
viewpoint
 analyze point of view and distinguish what is directly stated in a text from what is really
meant (e.g., satire, irony, sarcasm, understatement)
 use poetic elements to explain, analyze, and evaluate poetry
 compare and contrast the subject matter, theme, form, language, development, and purpose
of works of classic poets with those of contemporary poets
 compare how poems of the same form use elements (e.g., sound, figurative language,
imagery, symbols, and allusions)differently to convey meaning

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 STRAND: READING

11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture.

 describe the language choices and devices that authors use, including, but not limited to,
o rhetorical question
o sarcasm
o satire
o parallelism
o connotation/denotation
o pun
o irony
o tone
o dialect
o diction
o figurative language
 compare and contrast two or more texts on the same topic or with similar themes
 use evidence from the text(s) for support when drawing conclusions or making inferences
 demonstrate comprehension and apply strategies to write about what is read.

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 STRAND: READING

11.5 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts, including employment
documents and technical writing.

a) Apply information from texts to clarify understanding of concepts.

b) Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
c) Analyze technical writing for clarity.
d) Paraphrase and synthesize ideas within and between texts.
e) Draw conclusions and make inferences on explicit and implied information using textual support.
f) Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
g) Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
h) Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
i) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical-thinking questions about the text(s).

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand how to analyze  activate background knowledge to understand handbooks and manuals
informational material  analyze the vocabulary (i.e., content-specific jargon, technical terminology) and ideas of
 understand a variety of persuasive informational texts from various academic disciplines to clarify understandings of concepts
techniques and rhetorical devices  recognize the non-linear, fragmented, and graphic elements found in informational and
 recognize the text structure of technical writing
informational and technical writing  analyze and use a variety of persuasive techniques and rhetorical devices, including, but
 understand how format and style in not limited to,
informational text differ from those in o ethos
narrative and expository text o pathos
 understand that skilled readers of o logos
nonfiction texts and technical o claims/counterclaims
documents apply different reading o false premises
strategies. o ad hominem arguments
o begging the question
o straw man
 organize and synthesize information from paired texts while maintaining the intended
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 STRAND: READING

11.5 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts, including employment
documents and technical writing.

purpose of each
 analyze how authors use persuasive techniques and rhetorical devices to advance their
purpose, including, but not limited to,
o ambiguity
o contradiction
o paradox
o irony
o hyperbole
o overstatement and understatement
 identify how authors use rhetorical devices to create ethos, pathos, and logos
 identify different formats and purposes of informational and technical texts
 analyze information from multiple texts to make inferences and draw conclusions
 compare and contrast how complex texts treat the same topics
 provide an objective summary of a text
 analyze how a variety of logical arguments could reach conflicting conclusions
 evaluate the relevance and quality of evidence used to support a claim and address a
counterclaim
 analyze and identify false premises that intentionally manipulate audiences
 demonstrate comprehension and apply strategies to write about what is read.

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 STRAND: WRITING

At the 11th-grade level, students will continue to develop as writers using the recursive writing process while writing in a variety of forms with an
emphasis on persuasion and argumentation. They will write for multiple purposes and audiences to create focused, organized, and coherent writing.
Students will be expected to have greater control over the conventions of writing and write and revise to a standard acceptable both in the workplace
and postsecondary education. They will produce arguments in writing that demonstrate knowledgeable judgments and address counterclaims.
Students will use knowledge of genres, formats, purposes, audiences, and situations to produce clear and effective products that reflect the
application of all stages of the writing process.

Teacher Notes
 Teachers should recognize the difference between teaching writing and assigning writing.
 Teachers should recognize that there is not a required number of paragraphs or prescribed structure. Requiring students to use a prescribed
model (i.e., five paragraphs) often produces formulaic writing and limits student expression.
 Teachers should model quality writing through published works and authentic texts.
 The focus of writing in 11th grade is persuasion and argumentation.
 Teachers should demonstrate embedding narrative techniques in multiple forms of writing.
 Teachers may want to consult professional publications.
 Teachers will instruct students in the features of the three domains of writing:
o Composing-focusing on a clear, central idea; providing elaboration, organization, and unity
o Written Expression—sentence variation, selected information, word choice, voice, and tone
o Usage/Mechanics—grammar, punctuation, and usage as appropriate for the grade level
 Teachers will use writing conferences and portfolios to monitor student progress.
 Teachers will provide the opportunity for students to have practice writing on demand, for shorter time frames, and over extended periods of
time.
 Teachers should provide opportunities for student choice with topic, audience, and purpose.

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 STRAND: WRITING

11.6 The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and
analytic, with an emphasis on persuasion/argumentation.

a) Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to
address a specific audience and purpose.
b) Produce arguments in writing, developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides
effective conclusions.
c) Organize claims, counterclaims, and evidence in a sustained and logical sequence.
d) Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
e) Use words, phrases, clauses, and varied syntax to create a cohesive argument.
f) Blend multiple forms of writing, including embedding narratives to produce effective essays.
g) Revise writing for clarity of content, accuracy, and depth of information.
h) Write and revise to a standard acceptable both in the workplace and in postsecondary education.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that writing requires a  demonstrate the purpose of writing as persuasive/argumentative, reflective, interpretive, or
recursive process that includes analytical
planning, drafting, revising, editing,  develop and apply embedded narrative techniques, such as dialogue, description, and
and publishing pacing to develop experiences and enhance writing
 understand that writing should be  refine the thesis by considering whether the claim is logical and meaningful, and whether
purposefully crafted with attention to it expresses the writer’s position in an argument
deliberate word choice, precise  use phrases and clauses for sentence variety
information, and vocabulary  write persuasively/argumentatively, organizing reasons logically and effectively
 understand the features of the domains  analyze sources and determine the best information to support a position/argument
of writing, including composing,  use credible, current research and expert opinions to support a position/argument
written expression, and  identify counterclaims and use counterarguments
usage/mechanics are essential to  compare/contrast and select evidence from multiple texts to strengthen a
quality writing position/argument
 understand that voice and tone must  revise writing for clarity and quality of information to effectively match the intended
be developed with awareness of audience and purpose of the workplace and/or postsecondary education

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 STRAND: WRITING

11.6 The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and
analytic, with an emphasis on persuasion/argumentation.

audience and purpose  anticipate and address counterevidence, counterclaims, and counterarguments
 understand that good writing is  use effective rhetorical appeals to establish credibility and persuade the intended audience
improved through revision.  introduce claim(s), acknowledge and distinguish claim(s) from alternate or opposing
claims
 assess and strengthen the quality of writing through revision
 use specific revision strategies and adapt content, vocabulary, voice, and tone to audience,
purpose, and situation
 select an appropriate audience by analyzing assumptions, values, and background
knowledge.

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 STRAND: WRITING

11.7 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure,
paragraphing, and Standard English.

a) Use complex sentence structure to infuse sentence variety in writing.

b) Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.
c) Distinguish between active and passive voice.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand verbals and verbal phrases  use verbal phrases correctly in writing
and use them appropriately in writing o gerund phrase
 understand that grammatical o infinitive phrase
conventions vary syntax and o participial phrase
paragraph structures for a variety of o absolute phrase
purposes and audiences.  differentiate between active and passive voice
 correctly format in-text citations, including parenthetical references to document evidence
 revise and edit writing for appropriate style and language in informal and formal contexts.

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 STRAND: RESEARCH

At the 11th-grade level, students will apply research techniques to synthesize information from primary and secondary sources to produce a research
product. They will evaluate the validity and authenticity of sources and apply research techniques to quote, summarize, paraphrase, and embed
findings. In addition, students will cite sources using either the MLA or APA style sheet and follow ethical and legal guidelines for gathering and
using information. Teachers will encourage the development of research skills that are foundational to effective critical thinking and responsible use
of information. These skills are necessary for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should note that research should be integrated throughout the year and can be individual, collaborative and cross-curricular.
 Research products should vary from small, informative pieces to large, multimodal presentations throughout the academic year.
 Teachers will teach students how to embed information effectively into research products.
 Teachers should collaborate with the librarian/media specialists throughout the research process.
 Teachers will make students aware of possible consequences of plagiarism in postsecondary education and the workplace.
 Teachers will emphasize giving credit to all sources used when gathering information, including music, graphics, and another person’s media.
 Teachers will have students demonstrate responsible use of the Internet.

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 STRAND: RESEARCH

11.8 The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to
produce a research product.

a) Critically evaluate quality, accuracy, and validity of information.

b) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting
information, point of view, or bias.
c) Synthesize relevant information from primary and secondary sources and present it in a logical sequence.
d) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language
Association (MLA) or the American Psychological Association (APA).
e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
f) Demonstrate ethical use of the Internet.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that using a standard form  identify and narrow a topic for research and develop a plan to locate and collect relevant
of documentation legally protects the information from diverse sources
intellectual property of writers  use a variety of primary and secondary sources of information
 understand to avoid plagiarism, credit  identify valid main and supporting ideas in various sources and distinguish them from
must be given when using another misconceptions and biased points of view when information conflicts
person’s ideas, opinions, facts,  synthesize information in a logical sequence
statistics, or graphics  document sources using MLA or APA style, including in-text citation and corresponding
 understand the purposeful and works cited list
responsible use of the Internet  incorporate ideas and quotations skillfully by directly quoting, paraphrasing, or
 understand the importance of summarizing text from reliable sources and citing them appropriately.
evaluating the intent of the author,
which may include misinformation,
bias, and unsupported assertions
 understand that there are
consequences of plagiarism, according
to the guidelines established by local

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 STRAND: RESEARCH

11.8 The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to
produce a research product.

school divisions and the law

 understand the ethical issues and
responsibility of documentation in
research.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

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2017 English Standards of Learning Curriculum Framework: 12th Grade
 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

Students will create media messages and analyze the cause-and-effect relationships between mass media coverage and public opinion trends.
Students will create persuasive/argumentative, multimodal presentations both independently and in collaborative groups. Students will continue to
demonstrate the ability to work within diverse teams and collaborative groups working toward common goals. Teachers will emphasize the
importance of effective interpersonal communication and collaboration skills that are essential for success in future postsecondary education and
workplace environments.

Teacher Notes
 Please note presentation skills may differ within classrooms.
 Teachers should provide opportunities for students to create interactive, multimodal presentations.
 Teachers should provide opportunities for small-group analysis and self-analysis of the effectiveness of communication.
 Teachers should note that the communication strand should be integrated with the reading, writing, and research strands throughout the year.
 Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the
intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, movement).

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

12.1 The student will make planned, persuasive/argumentative, multimodal, interactive presentations collaboratively
and individually.

a) Select and effectively use multimodal tools to design and develop presentation content.
b) Credit information sources.
c) Demonstrate the ability to work collaboratively with diverse teams.
d) Anticipate and address alternative or opposing perspectives and counterclaims.
e) Evaluate the various techniques used to construct arguments in multimodal presentations.
f) Use a variety of strategies to listen actively and speak, using appropriate discussion rules with awareness of verbal and nonverbal cues.
g) Critique effectiveness of multimodal presentations.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 recognize rhetoric as the art of persuasion  choose appropriate vocabulary, language, and tone for the selected topic, purpose, context,
 understand how to evaluate and critique and audience
content and delivery of presentations.  examine and evaluate strengths and weaknesses when participating in small-group
presentations
 evaluate the overall effectiveness of a group’s preparation and presentation
 make compromises to accomplish a common goal and reach consensus
 evaluate the content of presentation(s), including introduction, organization,
strengths/weaknesses in evidence and reasoning, and conclusion
 monitor audience engagement, and adjust delivery accordingly.

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 STRAND: COMMUNICATION AND MULTIMODAL LITERACIES

12.2 The student will examine how values and points of view are included or excluded and how media influences beliefs
and behaviors.

a) Describe possible cause-and-effect relationships between mass media coverage and public opinion trends.
b) Evaluate media sources for relationships between intent and factual content.
c) Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).
d) Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.
e) Evaluate sources, including advertisements, editorials, political cartoons, and feature stories for relationships between intent and factual
content.
f) Manage, analyze, and synthesize multiple streams of simultaneous information.
g) Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 recognize that media messages express  organize knowledge and display learning using visual images, text, graphics, and/or music
points of view and contain values to to create media messages with visual, audio, and graphic effects
influence the beliefs and behaviors of the  evaluate media messages for content, intent, and impact
intended audience  analyze and critique how media reaches the targeted audience for specific purposes
 understand the difference between  analyze media to determine the cause-and-effect relationship(s) between media coverage
objectivity (fact) and subjectivity (bias) in and public opinion trends
media messages  analyze how the media’s use of symbolism, imagery, metaphor, and bias affects the
 understand the intentional use of message
persuasive language and word  avoid plagiarism by giving credit whenever using another person’s media, facts, statistics,
connotations to convey viewpoint and bias. graphics, images, music and sounds, quotations, or paraphrases of another person’s
words.

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 STRAND: READING

Students will continue development of vocabulary, with attention to connotations, idioms, classical allusions, and figurative language. There is a
sustained emphasis on reading comprehension of fiction and nonfiction texts. Students will review multiple texts to identify and evaluate resources to
make decisions and solve problems. Students will examine and analyze fiction texts by British authors, evaluating how authors use key elements to
contribute to meaning and interpreting how themes are connected across texts. *The bodies of literature for grades 10, 11, and 12 are interchangeable
and may be taught in any of these grades as determined by the local school division.*

Teacher Notes
 Teachers should teach a balance of fiction (including poetry) and nonfiction throughout the academic year.
 Nonfiction texts should include informational, persuasive, and technical texts, and employment documents.
 Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
o Teachers may integrate the strands through the use of thematic units.
o Teachers should have students respond in writing about what they have read, focusing on inferential and evaluative questions about
the text(s).
 Vocabulary words should be culled from student reading rather than from prescribed lists and should not be taught in isolation.
 Vocabulary can also be differentiated according to text, and level of student.
o There is not a specific list of Greek/Latin roots, or idioms. Teachers may want to consult professional publications.
o Teachers should provide instruction on allusions and how they can impact and deepen the meaning of the text.
 While whole-group instruction can be centered on a shared text, teachers must also provide opportunities for student choice with both fiction
and nonfiction texts.
 Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using
paired passages with a variety of texts.
 Teachers should include literary texts that fulfill a social or cultural function depending on the time, location, theme, and purpose of the
author(s) across texts. For example, Macbeth focuses on the domineering wife whose ambitions cause the tyranny of her husband and the
downfall of a kingdom.
 Teachers should introduce students to longer, more complex texts both on grade level and above grade level.
 Teachers should have students cite the text(s) for support.
 Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast.
 A list of poetic elements and techniques and literary devices is included in the Essential Knowledge, Skills, and Processes column for English
SOL 9.4.
 A list of rhetorical and persuasive devices is included in the Essential Knowledge, Skills, and Processes column for English SOL 11.5.
 Teachers will require the use of analytical and critical-thinking skills to teach the level of skill expected in postsecondary education and the
workplace.
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 STRAND: READING

12.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary
development in authentic texts.

a) Use structural analysis of roots, affixes, synonyms, and antonyms, to understand complex words.
b) Use context, structure, and connotations to determine meanings of words and phrases.
c) Discriminate between connotative and denotative meanings and interpret the connotation.
d) Explain the meaning of common idioms and literary and classical allusions in text.
e) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 recognize that words have nuances of  use roots or affixes to determine or clarify the meaning of words
meaning and that understanding the  demonstrate an understanding of and explain the use of common idioms
connotations may be necessary to  use prior reading knowledge and other sources to identify and explain the meaning of
determine the appropriate meaning allusions
 recognize how figurative language  interpret figures of speech (e.g., overstatement, paradox) in context and analyze their role
enriches text in the text
 understand that allusions are used to  analyze positive and negative connotations of words with similar denotations
assist readers in providing connections  demonstrate understanding of figurative language and connotations in word meanings.
to other works or historical events.

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 STRAND: READING

12.4 The student will read, comprehend, and analyze the development of British literature and literature of other
cultures.

a) Compare and contrast the development of British literature in its historical context.
b) Analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts.
c) Compare/contrast details in literary and informational nonfiction texts.
d) Interpret the social and cultural function of British literature.
e) Interpret how the sound and imagery of poetry support the subject, mood, and theme, and appeal to the reader’s senses.
f) Compare and contrast traditional and contemporary poems from many cultures.
g) Evaluate how dramatic conventions contribute to the theme and effect of plays from American, British, and other cultures.
h) Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand characteristics and cultures  analyze texts to identify the author’s attitudes, viewpoints, and beliefs and critique how
of historical periods and how the these relate to larger historical, social, and cultural contexts
literature reflects those characteristics  recognize major themes and issues related to
and cultures o religious diversity
 understand diction affects the tone of o political struggles
literature. o ethnic and cultural mores and traditions
o individual rights, gender equity, and civil rights
 differentiate between what is directly stated in a text from what is intended or implied
because of the use of satire, sarcasm, irony, or understatement
 compare and contrast two or more texts on the same topic or with similar themes
 use evidence from the text(s) for support when drawing conclusions or making inferences
 demonstrate comprehension and apply writing strategies to analyze and reflect on what is
read.

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 STRAND: READING

12.5 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.

a) Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
b) Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
c) Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
d) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
e) Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that background  analyze the vocabulary (i.e., content-specific jargon, technical terminology) of
knowledge may be necessary to informational texts from various academic disciplines to clarify understanding
understand handbooks and manuals  analyze how authors use rhetorical devices to create ethos, pathos, and logos
 understand a variety of persuasive  organize and synthesize information from two texts while maintaining the intended purpose
techniques and rhetorical devices of each original text
 recognize the text structure of  analyze how authors use rhetoric to advance their point of view
informational and technical writing  identify different formats and purposes of informational and technical texts
 understand how format and style in  recognize the non-linear, fragmented, and graphic elements found in informational and
informational text differ from those in technical writing
narrative and expository texts  demonstrate comprehension and apply strategies to write about what is read
 understand that skilled readers of  identify the resources needed to address specific problems and synthesize new information
nonfiction texts and technical to make decisions and complete tasks such as completing employment, college, and
documents apply different reading financial applications; compiling résumés; creating portfolios etc.
strategies.

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 STRAND: WRITING

At the 12th-grade level, students will continue to develop as readers and writers. Students will use the recursive writing process while writing in a
variety of forms with an emphasis on persuasion and argumentation. Students will write for multiple purposes and audiences to create focused,
organized, and coherent writing. Students will be expected to have greater control over the conventions of writing and write and revise to a standard
acceptable both in the workplace and in postsecondary education.

Teacher Notes
 Teachers should recognize the difference between teaching writing and assigning writing.
 Teachers should reference quality writing in published works as models.
 The focus of writing in 12th grade is persuasion and argumentation.
 Teachers will teach students to blend multiple forms of writing and embed narrative techniques.
 Teachers may want to consult professional publications.
 Three examples of reflective writing include the following:
o Technical— – which includes what worked or did not work and reasons why, problem-solving techniques, and theories that were used
or tested
o Collaborative— – which is centered on team dynamics, how the team worked together and why, and what worked or did not work and
reasons why
o Individual—focused on questions such as, “What did I learn? “How did I learn it?” and “What could I have done better?”
 Teachers will use writing conferences and portfolios to monitor student progress.
 Teachers will provide opportunities for students to write for a variety of circumstances including writing on demand, for shorter time frames,
and over extended periods of time.
 Teachers should provide opportunities for student choice with topic, audience, and purpose.

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 STRAND: WRITING

12.6 The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and
analytic, with an emphasis on persuasion/argumentation.

a) Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to
address a specific audience and purpose.
b) Produce arguments in writing that develop a thesis to demonstrate knowledgeable judgments, address counterclaims, and provide
effective conclusions.
c) Use a variety of rhetorical strategies to clarify and defend a position, organizing claims, counterclaims, and evidence in a sustained and
logical sequence.
d) Blend multiple forms of writing, including embedding a narrative to produce effective essays.
e) Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
f) Use words, phrases, clauses, and varied syntax to connect all parts of the argument, creating cohesion from the information presented.
g) Revise writing for clarity of content, depth of information, and technique of presentation.
h) Write and revise to a standard acceptable both in the workplace and in postsecondary education.
i) Write to clearly describe personal qualifications for potential occupational or educational opportunities.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that writing requires a  demonstrate the craft of writing as persuasive/argumentative, reflective, interpretive, or
recursive process that includes analytical
planning, drafting, revising, editing,  develop and apply embedded narrative techniques, such as dialogue, description, and
and publishing pacing to develop experiences and enhance writing
 understand that effective writing  refine the thesis by considering whether the claim is logical, meaningful, and expresses
should be purposefully crafted with the writer’s position in an argument
attention to deliberate word choice,  use embedded clauses for sentence variety
precise information, and vocabulary  write persuasively/argumentatively, organizing reasons logically and effectively
 understand the features of the domains  analyze sources and determine the best information to support a position/argument
of writing, including composing,  use credible, current research and expert opinions to support a position/argument
written expression, and  identify counterclaims and identify counterarguments that address those claims
usage/mechanics, are essential to  compare/contrast and select evidence from multiple texts to strengthen a
quality writing position/argument

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2017 English Standards of Learning Curriculum Framework: 12th Grade
 STRAND: WRITING

12.6 The student will write in a variety of forms to include persuasive/argumentative reflective, interpretive, and
analytic, with an emphasis on persuasion/argumentation.

 understand that voice and tone must  revise writing for clarity and quality of information to effectively match the intended
be developed with awareness of audience and purpose of a workplace and/or postsecondary education
audience and purpose.  anticipate and address counterevidence, counterclaims, and counterarguments
 use effective rhetorical appeals to establish credibility and persuade the intended audience
 develop technical writings (e.g., job description, questionnaire, job application, or business
communication) that address clearly identified audiences and have clearly identified
purposes
 complete employment forms (e.g. résumé, personal qualifications in a letter of application)
 complete applications, essays, and résumés for college admission
 develop analytical essays that
o examine and evaluate processes/problems and propose solutions
o develop claim(s) and counterclaims thoroughly, supplying the most relevant data
and evidence for each while pointing out the strengths and limitations of both
o create cohesion and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims
o apply persuasive, rhetorical devices and techniques
o recognize and avoid common logical fallacies or false premises
 assess and strengthen the quality of writing through revision.

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12.7 The student will self- and peer-edit writing for Standard English.

a) Use complex sentence structure to infuse sentence variety in writing.

b) Edit, proofread, and prepare writing for intended audience and purpose.
c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to
apply rules for punctuation and formatting of direct quotations.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
understand grammatical conventions  use a variety of strategies to evaluate whether the draft is effectively supported and
adjust sentence and paragraph structures adequately developed
for a variety of purposes and audiences.  edit one’s own and others’ work for grammar, style, and tone appropriate to audience,
purpose, and context
 apply current MLA or APA style for punctuation conventions and formatting direct
quotations, particularly for in-text citation in documented papers.

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2017 English Standards of Learning Curriculum Framework: 12th Grade
 STRAND: RESEARCH

At the 12th-grade level, students will apply research techniques to synthesize information to produce a research product. They will evaluate the
validity and authenticity of sources and apply research techniques to quote, summarize, paraphrase, and embed findings. In addition, students will
cite sources using either the MLA or APA style sheet and follow ethical and legal guidelines for gathering and using information. Teachers will
encourage the development of research skills that are foundational to effective critical thinking and responsible use of information. These skills are
necessary for success in future postsecondary education and workplace environments.

Teacher Notes
 Teachers should note that research should be integrated throughout the year and can be individual, collaborative, and cross-curricular.
 Research products should vary from small informative pieces to large multimodal presentations throughout the academic year.
 Teachers will teach students how to embed information effectively into research products.
 Teachers should use the librarian/media specialist’s assistance in teaching the research process.
 Teachers should instruct students about the various types and possible consequences of plagiarism, including awareness of applicable policies
at the postsecondary level and in the workplace.
 Teachers will emphasize giving credit to all sources used when gathering information, including music, graphics, and another person’s media.
 Teachers will make students aware of possible consequences of plagiarism in postsecondary education and the workplace.
 Teachers will have students demonstrate responsible use of the Internet.

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 STRAND: RESEARCH

12.8 The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to
produce a research product.

a) Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.
b) Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information,
point of view, or bias.
c) Critically evaluate the accuracy, quality, and validity of the information.
d) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language
Association (MLA) or the American Psychological Association (APA).
e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
f) Demonstrate ethical use of the Internet.

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

All students should To be successful with this standard, students are expected to
 understand that using a standard form  collect, evaluate, analyze, and synthesize relevant information, using a variety of primary
of documentation legally protects the and secondary sources
intellectual property of writers  evaluate collected information sources by
 understand to avoid plagiarism, credit o determining its validity, accuracy, credibility, reliability, consistency, limitations
must be given when using another o identifying misconceptions, conflicting information, point of view, and/or bias
person’s ideas, opinions, facts, o formulating a reason/focus to represent findings
statistics, or graphics  organize information by
 understand the purposeful and o prioritizing and synthesizing information
responsible use of the Internet o summarizing and/or paraphrasing information
 understand the importance of o selecting direct quotations
evaluating the intent of the author,  cite sources of information to avoid plagiarism when paraphrasing, summarizing, quoting,
which may include misinformation, or inserting graphics, using MLA or APA style.
bias, and unsupported assertions
 understand that there are
consequences of plagiarism, according
to the guidelines established by local

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2017 English Standards of Learning Curriculum Framework: 12th Grade
 STRAND: RESEARCH

12.8 The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to
produce a research product.

school divisions and the law

 understand the ethical issues and
responsibility of documentation in
research.

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2017 English Standards of Learning Curriculum Framework: 12th Grade
 PROGRESSION CHART: READING

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2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade
 PROGRESSION CHART: READING

2017 Virginia English Standards of Learning Reading Skills Progression by Grade

Virginia Department of Education—July 2017

Key for Progression Chart

Standard Introduction Level Symbol
The skill has not been introduced. -
The skill is introduced and appears in the grade-level reading standards. I
The skill is not formally introduced in the grade level reading standard. Students should be knowledgeable about the skill from previous instruction. P
Teachers should review skills taught in previous grades.

Progression Chart

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12
Kindergarten
Standard

Relate previous experiences to what is read. I I I P P P P P P P P P P

Identify text features. I I I I P P P P P P P P P
Set a purpose for reading. - I I I P P P P P P P P P
Make and confirm predictions. - I I I P P P P P P P P P
Identify theme. - I I I P P P P P P P P P
Identify the main idea. - I I I P P P P P P P P P
Ask and answer questions using the text for support. - - I I I I P P P P P P P
Describe characters, setting, and plot events in fiction and poetry. - - I I I I P P P P P P P
Identify the conflict and resolution. - - I I I P P P P P P P P
Summarize stories and events with beginning, middle, and end in the correct - - I I I P P P P P P P P
sequence.
Draw conclusions based on the text. - - I I I P P P P P P P P
Make connections between reading selections. - - - I I I I P P P P P P
Compare and contrast settings, characters, and plot events. - - - I I I P P P P P P P
Differentiate between fiction and nonfiction. - - - I I P P P P P P P P
Identify the author’s purpose. - - - I I I P P P P P P P
Summarize information found in nonfiction texts. - - - I I I P P P P P P P
Identify supporting details. - - - I I I P P P P P P P
Describe how the choice of language, setting, and characters contributes to the - - - - I I P P P P P P P
development of plot.
Identify genres. - - - - I I P P P P P P P

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2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade
 PROGRESSION CHART: READING

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12
Kindergarten
Standard

Draw conclusions/make inferences about text using the text as support. - - - - I I P P P P P P P

Compare/contrast details in literary and informational nonfiction texts. - - - - I I P P P P P P P
Identify cause-and-effect relationships. - - - - I I P P P P P P P
Distinguish between fact and opinion. - - - - I I P P P P P P P
Discuss the impact of setting on plot development. - - - - - I I P P P P P P
Describe character development. - - - - - I I I P P P P P
Differentiate between first and third person point of view. - - - - - I I I P P P P P
Differentiate between free verse and rhymed poetry. - - - - - I I P P P P P P
Explain how an author’s choice of vocabulary contributes to the author’s style. - - - - - I I I P P P P P
Skim materials to develop a general overview of content and to locate specific - - - - - I I I P P P P P
information.
Identify organizational pattern(s). - - - - - I I I P P P P P
Identify transitional words and phrases that signal an author’s organizational pattern. - - - - - I I I P P P P P
Identify the elements of narrative structure, including setting, character, plot, - - - - - - I I I P P P P
conflict, and theme.
Describe how word choice and imagery contribute to the meaning of a text. - - - - - - I I I P P P P
Identify and analyze the author’s use of figurative language. - - - - - - I I I P P P P
Analyze ideas within and between selections providing textual evidence. - - - - - - I I I I P P P
Describe the elements of narrative structure including setting, character - - - - - - - I I I P P P
development, plot, theme, and conflict and how they influence each other.
Identify the source, viewpoint, and purpose of texts. - - - - - - - I I I P P P
Explain the use of symbols and figurative language. - - - - - - - - I I P P P
Compare and contrast the authors’ use of word choice, dialogue, form, rhyme, - - - - - - - - I I P P P
rhythm, and voice in different texts.
Compare and contrast authors’ styles. - - - - - - - - I I P P P
Analyze details for relevance and accuracy. - - - - - - - - I I P P P
Identify the characteristics that distinguish literary forms. - - - - - - - - - I P P P
Analyze the cultural or social function of a literary text. - - - - - - - - - I I P P
Explain the influence of historical context on the form, style, and point of view of a - - - - - - - - - I I P P
written work.
Identify characteristics of expository, technical, and persuasive texts. - - - - - - - - - I I P P
Identify a position/argument to be confirmed, disproved, or modified. - - - - - - - - - I I P P
Evaluate clarity and accuracy of information. - - - - - - - - - I I P P
Analyze, organize, and synthesize information in order to solve problems, answer - - - - - - - - - I I P P

251
2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade
 PROGRESSION CHART: READING

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12
Kindergarten
Standard

questions, complete a task, or create a product.

Analyze the similarities and differences of techniques and literary forms represented - - - - - - - - - I I P P
in the literature of different cultures and eras.
Examine a literary selection from several critical perspectives. - - - - - - - - - - I I P
Compare and contrast character development in a play to characterization in other - - - - - - - - - - I I P
literary forms.
Interpret and use data and information in maps, charts, graphs, timelines, tables, and - - - - - - - - - - I I P
diagrams.
Analyze literature, as it reflects traditional and contemporary themes, motifs, - - - - - - - - - - - I I
universal characters, and genres.
Analyze the use of dramatic conventions. - - - - - - - - - - - I I
Generate and respond logically to literal, inferential, evaluative, synthesizing, and - - - - - - - - - - - I I
critical-thinking questions about the text(s).
Read and correctly interpret an application for employment, workplace documents, - - - - - - - - - - - I I
or an application for college admission.
Analyze technical writing for clarity. - - - - - - - - - - - I I
Analyze false premises, claims, counterclaims, and other evidence in persuasive - - - - - - - - - - - I I
writing.
Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, - - - - - - - - - - - I I
overstatement, and understatement in text.
Identify and synthesize resources to make decisions, complete tasks, and solve - - - - - - - - - - - - I
specific problems.

252
2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade
 PROGRESSION CHART: WRITING

2017 Virginia English Standards of Learning Writing Skills Progression by Grade

Virginia Department of Education—July 2017

Key for Progression Chart

Standard Introduction Level Symbol
The skill has not been introduced. -
The skill is introduced and appears in the grade-level writing standards. I
The skill is not formally introduced in the grade level writing standard. Students should be knowledgeable about the skill from previous instruction. P
Teachers should review skills taught in previous grades.

Progression Chart

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12
Kindergarten
Standard

Differentiate pictures from writing. I P Grade 1 P P P P P P P P P P P

Generate ideas. I I I P P P P P P P P P P
Compose simple sentences. I I I P P P P P P P P P P
Begin each sentence with a capital letter and use ending punctuation. I I I P P P P P P P P P P
Identify audience and purpose. - I I I I P P P P P P P P
Use prewriting activities. - I I I I I I P P P P P P
Focus on one topic. - I I I P P P P P P P P P
Organize writing to suit purpose. - I I I P P P P P P P P P
Revise writing by adding description. - I I I P P P P P P P P P
Write an opinion and give a reason. - I I I I P P P P P P P P
Engage in the writing process. - - I I I I P P P P P P P
Use strategies for organization according to writing type. - - I I I I P P P P P P P
Organize writing to include a beginning, middle and end. - - I I P P P P P P P P P
Write facts to support the main idea. - - I I I P P P P P P P P
Revise writing for clarity. - - I I I I P P P P P P P
Write a clear topic sentence focusing on main idea. - - - I I I P P P P P P P
Elaborate by adding supporting details. - - - I I I P P P P P P P
Use transition words for sentence variety. - - - I I I P P P P P P P
Give fact based support for opinions. - - - I I I P P P P P P P
Write a paragraph focusing on a main idea. - - - I I I P P P P P P P
Select audience and purpose. - - - - I I P P P P P P P

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2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade
 PROGRESSION CHART: WRITING

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12
Kindergarten
Standard

Narrow the topic. - - - - I I P P P P P P P

Recognize different forms of writing have different patterns of organization. - - - - I I P P P P P P P
Write related paragraphs on the same topic. - - - - I I P P P P P P P
Utilize elements of style, including word choice and sentence variation. - - - - I I I P P P P P P
Clearly state a position including reasons and evidence to persuade the intended - - - - - I I I P P P P P
audience.
Write multiparagraph compositions. - - - - I I P P P P P P P
Use precise and descriptive vocabulary to create voice and tone. - - - - - I I P P P P P P
Compose thesis statements for expository and persuasive writing. - - - - - - I I I P P P P
Select vocabulary and information to enhance central idea, tone, and voice. - - - - - - I I I P P P P
Expand and embed ideas by using modifiers, standard coordination, and - - - - - - I I I P P P P
subordination in complete sentences.
Use transition words and phrases within and between paragraphs - - - - - - - I I I I P P
Distinguish between fact and opinion to support a position. - - - - - - - I I P P P P
Develop and modify the central idea, tone and voice to fit the audience and purpose. - - - - - - - I I I P P P
Use clauses and phrases for sentence variety. - - - - - - - I I P P P P
Clearly state and defend a position with reasons and evidence from credible sources. - - - - - - - I I I I P P
Identify a counter-claim and provide a counter-argument. - - - - - - - - I I I P P
Blend multiple forms of writing including embedding a narrative. - - - - - - - - - I I P P
Use textual evidence to compare and contrast multiple texts. - - - - - - - - - I I P P
Arrange paragraphs in a logical progression using transitions between paragraphs - - - - - - - - - I I P P
and ideas.
Adjust writing content, technique, and voice for a variety of audiences and purposes. - - - - - - - - - - I P P
Show relationships between claims, reasons and evidence and include a conclusion - - - - - - - - - - I P P
that follows logically from the information presented.-
Write and revise correspondence to a standard acceptable both in the workplace and - - - - - - - - - - I I I
in postsecondary education.
Apply components of a recursive writing process for multiple purposes to create a - - - - - - - - - - - I I
focused, organized, and coherent piece of writing to address a specific audience and
purpose.
Produce arguments in writing developing a thesis that demonstrates knowledgeable - - - - - - - - - - - I I
judgments, addresses counterclaims, and provides effective conclusions.
Use a variety of rhetorical strategies to accomplish a specific purpose. - - - - - - - - - - - - I
Use words, phrases, clauses, and varied syntax to connect all parts of the argument - - - - - - - - - - - - I
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2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade
 PROGRESSION CHART: WRITING

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12
Kindergarten
Standard

creating cohesion from the information presented.

Write to clearly describe personal qualifications for potential occupational or - - - - - - - - - - - - I
educational opportunities.

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2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade
 PROGRESSION CHART: GRAMMAR

2017 Virginia English Standards of Learning Grammar Skills Progression by Grade

Virginia Department of Education—July 2017

Key for Progression Chart

Standard Introduction Level Symbol
The skill has not been introduced. -
The skill is introduced and appears in the grade-level writing standards. I
The skill is not formally introduced in the grade level writing standard. Students should be knowledgeable about the skill from previous instruction. P
Teachers should review skills taught in previous grades.

Progression Chart

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12
Kindergarten
Standard

Begin each sentence with a capital letter and use ending punctuation. I I I P P P P P P P P P P
Use complete sentences. - I I I P P P P P P P P P
Capitalize all proper nouns and the word I. - - I I P P P P P P P P P
Use singular and plural nouns and pronouns. - I I I P P P P P P P P P
Use apostrophes in contractions and possessives. - - I I I P P P P P P P P
Use contractions and singular possessives. - - I I I P P P P P P P P
Use past and present verb tense. - - I I P P P P P P P P P
Use commas in a series. - - I I P P P P P P P P P
Use subject-verb agreement. - - - I I P P P P P P P P
Use noun-pronoun agreement. - - - I P P P P P P P P P
Eliminate double negatives. - - - I I I P P P P P P P
Use quotation marks with dialogue. - - - I I I P P P P P P P
Use plural possessives. - - - - - I P P P P P P P
Use adjective and adverb comparisons. - - - - - I P P P P P P P
Use interjections. - - - - - I P P P P P P P
Use prepositional phrases. - - - - - I P P P P P P P
Use commas to indicate interrupters, items in a series, and to indicate direct address. - - - - - I P P P P P P P
Edit for fragments and run-ons. - - - - - I P P P P P P P
Use coordinating conjunctions. - - - - - I P P P P P P P
Use subject-verb agreement with intervening clauses and phrases. - - - - - - I I P P P P P
Use pronoun-antecedent agreement to include indefinite pronouns. - - - - - - I I P P P P P

256
2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade
 PROGRESSION CHART: GRAMMAR

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12
Kindergarten
Standard

Maintain consistent verb tense across paragraphs. - - - - - - I I I P P P P

Edit for verb tense consistency and point of view. - - - - - - - I P P P P P
Use quotation marks with dialogue and direct quotations. - - - - - - - I P P P P P
Use and punctuate correctly varied sentence structures to include conjunctions and - - - - - - - - I P P P P
transition words.
Correctly use pronouns in prepositional phrases with compound objects. - - - - - - - - I P P P P
Use comparative and superlative degrees in adverbs and adjectives. - - - - - - - - I P P P P
Use parallel structures across sentences and paragraphs. - - - - - - - - - I P P P
Use appositives, main clauses, and subordinate clauses. - - - - - - - - - - I P P
Use commas and semicolons to distinguish and divide main and subordinate clauses. - - - - - - - - - - I P P
Distinguish between active and passive voice. - - - - - - - - - - I P P
Use colons correctly. - - - - - - - - - - - I P
Use verbals and verbal phrases to achieve sentence conciseness and variety. - - - - - - - - - - - - I

257
2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade
 PROGRESSION CHART: RESEARCH

2017 Virginia English Standards of Learning Research Skills Progression by Grade

Virginia Department of Education—July 2017

Key for Progression Chart

Standard Introduction Level Symbol
The skill has not been introduced. -
The skill is introduced and appears in the grade-level research standards. I
The skill is not formally introduced in the grade level research standard. Students should be knowledgeable about the skill from previous instruction. P
Teachers should review skills taught in previous grades.

Progression Chart

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12
Kindergarten
Standard

Generate topics of interest. I I I P P P P P P P P P P

Generate questions to gather information. I I I P P P P P P P P P P
Identify pictures, texts, or people as sources of information. I I I P P P P P P P P P P
Find information from provided sources. I I I P P P P P P P P P P
Gather and record information. - I I P P P P P P P P P P
Organize information in writing or a visual display. - - I I P P P P P P P P P
Create a research product. - - I I P P P P P P P P P
Describe the difference between plagiarism and using one’s own words. - - I I P P P P P P P P P
Access appropriate resources. - - - I I I P P P P P P P
Collect and organize information about the topic. - - - I I P P P P P P P P
Evaluate the relevance of information. - - - I I I P P P P P P P
Demonstrate ethical use of the Internet. - - - I I I I I P P P P P
Collect and organize information from multiple resources. - - - - I I I P P P P P P
Give credit to sources used in research. - - - - I I I P P P P P P
Formulate and revise questions about a research topic. - - - - - - I I P P P P P
Evaluate and analyze the validity and credibility of sources. - - - - - - I I I P P P P
Cite primary and secondary sources. - - - - - - I I I P P P P
Avoid plagiarism by using one’s own words and follow ethical and legal guidelines - - - - - - I I I P P P P
for gathering and using information.
Synthesize information from multiple sources. - - - - - - - I I I P P P
Analyze information gathered from diverse sources by identifying misconceptions, - - - - - - - - I I I P P

258
2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade
 PROGRESSION CHART: RESEARCH

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12
Kindergarten
Standard

main and supporting ideas, conflicting information, point of view, or bias.

Cite sources using Modern Language Association (MLA) or American - - - - - - - - I I I P P
Psychological Association (APA) style.
Quote, summarize, and paraphrased research findings. - - - - - - - - I I I P P
Publish findings and respond to feedback. - - - - - - - - I I I P P
Verify the validity and accuracy of all information. - - - - - - - - - I I I P
Evaluate and select evidence from a variety of sources to support claims and - - - - - - - - - I I I P
introduce counterclaims.
Synthesize relevant information from primary and secondary sources and present it - - - - - - - - - - - I P
in a logical sequence.
Frame, analyze, and synthesize information to solve problems, answer questions, - - - - - - - - - - - - P
and generate new knowledge.

259
2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade
 PROGRESSION CHART: COMMUNICATION AND MULTIMODAL LITERACIES

2017 Virginia English Standards of Learning Communication and Multimodal Literacies Progression by Grade
Virginia Department of Education—July 2017

Key for Progression Chart

Standard Introduction Level Symbol
The skill has not been introduced. -
The skill is introduced and appears in the grade-level communication standards. I
The skill is not formally introduced in the grade level communication standard. Students should be knowledgeable about the skill from previous P
instruction. Teachers should review skills taught in previous grades.

Progression Chart

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12
Kindergarten
Standard

Listen actively and speak using agreed-upon rules for discussion. I I I I I P P P P P P P P

Follow implicit rules for conversation, including taking turns and staying on topic. I I P P P P P P P P P P P
Listen and speak in informal conversations with peers and adults. I I P P P P P P P P P P P
Discuss various texts and topics collaboratively and with partners. I I I P P P P P P P P P P
Use voice level, phrasing, and intonation appropriate for various language I I I P P P P P P P P P P
situations.
Ask how and why questions to seek help, get information, or clarify information. I I I P P P P P P P P P P
Work respectfully with others. I I I I P P P P P P P P P
Listen and respond to a variety of text and media. I I P P P P P P P P P P P
Initiate conversation with peers and adults - I P P P P P P P P P P P
Adapt or change oral language to fit the situation. - I I I I I I I P P P P P
Use oral language for different purposes: to inform, persuade, entertain, clarify, and - - I I I I I I P P P P P
respond.
Share information orally with appropriate facts and relevant details. - - I I P P P P P P P P P
Participate as a contributor and leader in collaborative and partner discussions. - - I I I I P P P P P P P
Create a simple presentation using multimodal tools. - - I I I P P P P P P P P
Use active listening strategies including but not limited to making eye contact, - - - I I I P P P P P P P
facing the speaker, asking questions, and summarizing.
Orally summarize information expressing ideas clearly. - - - I I I P P P P P P P
Use language appropriate for context and audience. - - - I I I P P P P P P P
Organize ideas sequentially or around major points of information using appropriate - - - I I I P P P P P P P

260
2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade
 PROGRESSION CHART: COMMUNICATION AND MULTIMODAL LITERACIES

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12
Kindergarten
Standard

facts and relevant details.

Contribute to group discussions across content areas. - - - - I I P P P P P P P
Connect comments to the remarks of others. - - - - I I I I P P P P P
Use specific vocabulary to communicate ideas. - - - - I I P P P P P P P
Demonstrate the ability to collaborate with diverse teams, while sharing - - - - I I I P P P P P P
responsibility for the work.
Locate, organize, and analyze information from a variety of multimodal texts. - - - - I I I I I P P P P
Effectively use verbal and nonverbal communication skills to plan and deliver - - - - - - I P P P P P P
collaborative and individual, formal and informal, interactive presentations.
Evaluate group activities. - - - - - - I P P P P P P
Analyze the effectiveness of participant interactions. - - - - - - I I I P P P P
Evaluate one’s own contributions to discussions. - - - - - - I I I P P P P
Give collaborative and individual, formal and informal, interactive presentations. - - - - - - I I I P P P P
Make statements to communicate agreement or tactful disagreement with others’ - - - - - - - I I I P P P
ideas.
Exhibit willingness to make necessary compromises to accomplish a goal. - - - - - - - I I I I P P
Collaborate with others to exchange ideas, develop new understandings, make - - - - - - - - I I I P P
decisions, and solve problems.
Select, organize, and create multimodal content that encompasses opposing points - - - - - - - - I I I I P
of view.
Respond to audience questions and comments. - - - - - - - - I I P P P
Differentiate between Standard English and informal language. - - - - - - - - I P P P P
Evaluate presentations. - - - - - - - - I I I P P
Assist with setting rules for group work, including informal consensus, taking votes - - - - - - - - - I I I I
on key issues, presentation of alternate views, and goal setting.
Access, critically evaluate, and use information accurately to solve problems. - - - - - - - - - - I I I
Evaluate a speaker’s point of view, reasoning, use of evidence, and rhetoric and - - - - - - - - - - I I I
identify any faulty reasoning.
Anticipate and address alternative or opposing perspectives and counterclaims. - - - - - - - - - - - I I
Evaluate various techniques used to construct arguments in multimodal - - - - - - - - - - - I I
presentations.
Critique effectiveness of multimodal presentations. - - - - - - - - - - - - I
Media Literacy - - - - - - - - - - - - -

261
2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade
 PROGRESSION CHART: COMMUNICATION AND MULTIMODAL LITERACIES

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12
Kindergarten
Standard

Differentiate between auditory, visual, and written media messages and their - - - - I I P P P P P P P
purposes.
Compare and contrast how ideas and topics are depicted in a variety of media and - - - - I I I I P P P P P
formats.
Identify the purpose and audience of auditory, visual, and written media messages. - - - - - I I I I P P P P
Identify the characteristics and effectiveness of a variety of media messages. - - - - - I I I I P P P P
Interpret information presented in diverse media formats and explain how it - - - - - - I I I P P P P
contributes to the topic.
Craft and publish audience-specific media messages. - - - - - - I I I P P P P
Identify persuasive/informative techniques used in media. - - - - - - - I I I P P P
Distinguish between fact and opinion, and between evidence and inference. - - - - - - - I I P P P P
Describe how word choice, visual images, and sound convey a viewpoint. - - - - - - - I I P P P P
Examine how values and viewpoints are included or excluded and how the media - - - - - - - - I I P P P
can influence beliefs, behaviors, and interpretations.
Evaluate sources for relationships between intent and factual content. - - - - - - - - I I P P P
Evaluate the motives (e.g., social, commercial, political) behind media - - - - - - - - I I P P P
presentation(s).
Demonstrate ethical use of the Internet when evaluating or producing creative or - - - - - - - - I I P P P
informational media messages.
Describe possible cause-and-effect relationships between mass media coverage and - - - - - - - - - I I P P
public opinion trends.
Monitor, analyze, and use multiple streams of simultaneous information. - - - - - - - - - I I I P
Analyze the impact of selected media formats on meaning. - - - - - - - - - - I P P

262
2017 English Standards of Learning Curriculum Framework: Progression Charts by Grade